A Switch in Time: The Academic Effects of Shifting Math Remediation from College to High School

Autor/inn/en	Boatman, Angela; Bennett, Christopher T.
Titel	A Switch in Time: The Academic Effects of Shifting Math Remediation from College to High School
Quelle	In: Education Finance and Policy, 16 (2021) 3, S.464-492 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
Schlagwörter	Academic Achievement; Remedial Mathematics; Remedial Instruction; High School Students; College Readiness; College Entrance Examinations; Program Effectiveness; Program Evaluation; Community Colleges; Outcomes of Education; College Credits; Academic Persistence; Time to Degree; Tennessee; ACT Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Förderkurs; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aufnahmeprüfung; Programme evaluation; Programmevaluation; Community college; Community College; Lernleistung; Schulerfolg; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	One explanation for negative or null findings in prior research on postsecondary remediation is that college may be too late to address issues of academic underpreparedness. This study evaluates the impact on student outcomes when college math remediation is offered in the senior year of high school. The Seamless Alignment and Integrated Learning Support (SAILS) program in Tennessee targets students with low eleventh-grade ACT math scores. Students who pass SAILS in twelfth grade can enroll directly in college-level math courses at any Tennessee community college. Using a triple-difference design, we exploit variation in students' treatment status based on ACT math scores (remediation-eligible versus remediation-ineligible), high school adoption of SAILS (first cohort versus later cohort), and senior year (before versus during first SAILS year). We find that SAILS-eligible students in the first cohort were significantly less likely to enroll in remedial math courses in college, and more likely to enroll in and pass college-level math overall. These students also earn 2.8 additional credits by their second year. We detect no significant differences in high school graduation rates, college enrollment, or postsecondary credential attainment within two years. The program advanced progress toward several, but not all, of the potential goals examined. (As Provided).
Anmerkungen	MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01