The Short-term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University

While there is growing debate in the USA about the effectiveness of remedial university courses, there have been fewer questions raised in the UK. Using a sharp regression discontinuity approach and data from a large School within a post‐1992 UK university, we estimate the effect of remediation on s...

Full description

Saved in:
Bibliographic Details
Published in:The Manchester school 2014-06, Vol.82 (3), p.363-384
Main Author: Di Pietro, Giorgio
Format: Article
Language:English
Subjects:
Academic achievement
Academic success
Colleges & universities
Effectiveness studies
Mathematics
Mathematics education
Regression analysis
Remedial education
Students
U.S.A
United Kingdom
Universities
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:While there is growing debate in the USA about the effectiveness of remedial university courses, there have been fewer questions raised in the UK. Using a sharp regression discontinuity approach and data from a large School within a post‐1992 UK university, we estimate the effect of remediation on student outcomes. We find no evidence that taking a math remedial course improves student performance in the first year. This finding is consistent and complements that of a recent study by Lagerlöf and Seltzer (2009, Journal of Economic Education, Vol. 40, pp. 115–136), which is based on data from a pre‐1992 UK university.
ISSN:1463-6786
1467-9957
DOI:10.1111/manc.12013