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ERIC Number: EJ764405
Record Type: Journal
Publication Date: 2007-Apr
Pages: 11
Abstractor: Author
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1743-727X
Do Remedial English Programs Impact First-Year Success in College? An Illustration of the Regression-Discontinuity Design
Leake, Meg; Lesik, Sally A.
International Journal of Research & Method in Education, v30 n1 p89-99 Apr 2007
This paper presents an illustration of how the regression-discontinuity design can be used to obtain an unbiased estimate of the causal effect of participating in a university remedial English program on first-year grade point average. First-year grade point averages were collected for 197 first-time, full-time university students, along with the scores they received on an English placement examination, and a measure of remedial program assignment. Regression discontinuities indicate that first-year grade point averages were approximately 0.392 points higher for students who participated in a remedial English program as compared to equivalent students who did not participate in the remedial program. We also present various threats to validity and limitations of the regression-discontinuity design. (Contains 1 table, 1 figure, 4 notes and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A