Half of all college students will enroll in remedial coursework but evidence of its effectiveness is mixed. Using a regression-discontinuity design with data from a large urban community college system, we make three contributions. First, we articulate three alternative hypotheses regarding the potential impacts of remediation. Second, in addition…

About one third of college students are required to take remedial courses. Assignment to remediation is generally made on the basis of performance on a placement exam. When students are required to take a placement exam "prior" to enrolling in college-level courses, assignment to remediation may dissuade students from actually going to…

Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The…

Previous research debates whether public school choice improves students' academic outcomes, but there is little examination of its effects on their nonacademic outcomes. We use data from a nationally representative sample of high school students, a previously developed Tiebout choice measure, and metropolitan-level data on teenage arrest rates to…

A number of high schools across the United States have moved to later bell times on the belief that their previous bell times were too early for the "biological clocks" of adolescents. In this article I study whether doing so improves academic performance. I first focus on the Twin Cities metropolitan area, where Minneapolis and several suburban…

This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to…

Despite increased requirements for high school graduation, almost one-third of the nation's college freshmen are unprepared for college-level math. The need for remediation is particularly high among students who are low income, Hispanic, and black. Female students are also less likely than males to be ready for college-level math. This article…

In 1996, New York State began requiring all graduating high school students (starting with the Class of 1999) to pass rigorous end-of-course exams in five subjects. This study explores whether high school resources have been reallocated in the wake of these new standards and whether reallocation patterns differ among high- and low-graduation-rate…