Remedial Education and Student Achievement: A Regression-Discontinuity Analysis

In the fall of 2007, New York City began using student tests and other measures to assign each school a grade (A to F), and linked grades to rewards and consequences, including possible school closure. These grades were released in late September, arguably too late for schools to make major changes in programs or personnel, and students were tested again in January (English) and March (math). Despite this time frame, regression discontinuity estimates indicate that receipt of a low grade significantly increased student achievement, more so in math than English, and improved parental evaluations of school quality. (JEL H75, I21, I28, J45)

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A Regression Discontinuity Analysis of a Remedial Education Programme

Canadian Journal of Higher Education ◽

10.47678/cjhe.v13i1.182881 ◽

1983 ◽

Vol 13 (1) ◽

pp. 1-15

Author(s):

Abraham S. Ross ◽

Beth Lacey

Keyword(s):

High School ◽

Multiple Regression ◽

Remedial Education ◽

Regression Discontinuity ◽

Education Programme ◽

Regression Discontinuity Design ◽

Remedial Students ◽

Course Grades ◽

The University ◽

The Impact

To demonstrate the usefulness of programme evaluation within the university a regression discontinuity design was used to assess the impact of a remedial education programme. Using multiple regression and analysis ofcovariance, credit course grades of students who had been enrolled in the remedial programmes were compared to the credit course grades of non-remedial students. The results indicated that the remedial programmes were not improving performance above what would have been expected based on high school marks.

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Free College and the Problem of College Readiness

10.51845/34.3.16 ◽

2021 ◽

Vol 34 (3) ◽

pp. 105-108

Author(s):

Jackson Toby

Keyword(s):

Student Achievement ◽

College Readiness ◽

Remedial Education ◽

Academic Standards

Free college for all will lower academic standards, increase the need for remedial education, and decrease student achievement overall.

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The Medium-Run Effects of Florida’s Test-Based Promotion Policy

Education Finance and Policy ◽

10.1162/edfp_a_00069 ◽

2012 ◽

Vol 7 (3) ◽

pp. 305-330 ◽

Cited By ~ 11

Author(s):

Marcus A. Winters ◽

Jay P. Greene

Keyword(s):

Academic Achievement ◽

Student Achievement ◽

Summer School ◽

Regression Discontinuity ◽

High Quality ◽

Promotion Policy ◽

The Third ◽

Primary Driver ◽

Positive Effect ◽

Over Time

We use a regression discontinuity strategy to produce causal estimates for the effect of remediation under Florida’s test-based promotion policy on multiple outcomes for up to five years after the intervention. Students subjected to the policy were retained in the third grade, were required to be assigned to a high-quality teacher during the retained year, and were required to attend summer school. Exposure to these interventions has a statistically significant and substantial positive effect on student achievement in math, reading, and science in the years immediately following the treatment. But the effect of the treatment dissipates over time. Nonetheless, we find that the effect of remediation under the policy on academic achievement is statistically significant and of a meaningful magnitude several years after the student is exposed to the intervention. Though we cannot completely separate the differential effects of the treatments attached to the policy, we provide some evidence that assignment to a higher-quality teacher in the retained year is not the primary driver of the policy’s effect.

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