ERIC Number: ED616057
Record Type: Non-Journal
Publication Date: 2021-Sep
Pages: 66
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Effects of Middle School Remediation on Postsecondary Success: Regression Discontinuity Evidence from Florida. Working Paper No. 258-0921
Özek, Umut
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
High school graduation rates in the United States are at an all-time high, yet many of these graduates are deemed not ready for postsecondary coursework when they enter college. This study examines the short-, medium-, and long-term effects of remedial courses in middle school using a regression discontinuity design. While the short-term test score benefits of taking a remedial course in English language arts in middle school fade quickly, I find significant positive effects on the likelihood of taking college credit-bearing courses in high school, college enrollment, enrolling in more selective colleges, persistence in college, and degree attainment.
Descriptors: Middle School Students, Remedial Instruction, Outcomes of Education, Scores, Language Arts, Dual Enrollment, College Credits, Enrollment, Selective Admission, Colleges, Academic Persistence, Educational Attainment
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Publication Type: Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Location: Florida
Grant or Contract Numbers: N/A