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ERIC Number: ED530576
Record Type: Non-Journal
Publication Date: 2008-Apr
Pages: 8
Abstractor: ERIC
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1938-7830
Evaluating Developmental Education Programs in Higher Education. Policy Brief. ASHE/Lumina Fellows Series. Issue 4
Lesik, Sally A.
Association for the Study of Higher Education
This brief presents the results of a study which found that a developmental mathematics program at a four-year institution is an effective mechanism for retaining students (Lesik, 2007). This study employed a regression-discontinuity model that researchers can use to establish a causal link between participation in a developmental program and student retention. Because a causal inference can be made, policy makers have an opportunity to base their decisions regarding the effectiveness of developmental programs strictly on the merits of the program, without bias. The basic theory behind the regression-discontinuity design will be described along with the findings. Finally, this brief closes with some implications for how the regression-discontinuity design can be a crucial tool for policy makers who are interested in making data-informed decisions about the effectiveness of their developmental programs, and how using such a research design can shape educational policy and assess measurable outcomes. (Contains 1 figure.) [This paper was written with the assistance of Laura Rendon and Jose A. Cabrales, Jr.]
Association for the Study of Higher Education. Box 453068 4505 South Maryland Parkway, Las Vegas, NV 89154. Tel: 702-895-2737; Fax: 702-895-4269; e-mail: ashe@unlv.edu; Web site: http://www.ashe.ws
Publication Type: Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Association for the Study of Higher Education