ERIC Number: EJ1072745
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Developmental Education in North Carolina Community Colleges
Clotfelter, Charles T.; Ladd, Helen F.; Muschkin, Clara; Vigdor, Jacob L.
Educational Evaluation and Policy Analysis, v37 n3 p354-375 Sep 2015
This article contributes to the empirical literature on remediation in community colleges by using policy variation across North Carolina's community colleges to examine how remediation affects various outcomes for traditional-age college students. We find that being required to take a remedial course (as we define it in this article) either in math or in English significantly reduces a student's probability of success in college and also the probability that a student ever passes a college-level math or English course. Among students who are required to take a remedial course in their first semester, however, we find no adverse effects on the probability of returning for another semester. We also find differential effects by a student's prior achievement level, family income, and gender. Despite methodological differences, our main findings are generally consistent with, albeit somewhat more negative, than those from prior studies based on regression discontinuity designs.
Descriptors: Developmental Studies Programs, Remedial Instruction, Community Colleges, Program Effectiveness, Mathematics Achievement, Language Arts, Reading Achievement, Probability, Success, Family Income, Gender Differences, College Readiness, Academic Persistence, Student Records, Scores, Mathematics Tests, Reading Tests, Socioeconomic Status, Parent Background, Educational Attainment, Student Characteristics, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A