 Should we trust math preparatory courses? An empirical analysis on the impact of students’ participation and attendance on short- and medium-term effectsStefan Büchele Economic Analysis and Policy, 2020, vol. 66, issue C, 154-167 Abstract: Remedial courses, particularly in math, have become indispensable in today’s higher education landscape. However, large scale evaluation studies investigating the effectiveness of such courses find mixed results which is only one reason why remedial courses should not be trusted as a functional instrument in general. Besides the unclear impact on students’ skills, research mostly does not control properly for the students’ attendance in these courses. This study gives an insight into the differences in students’ participation, attendance and the resulting consequences for short-, and medium term effects. Therefore, over three periods of time, data on several variables and standardized skill-test outcomes was collected, leading to a sample of N = 1,236 students enrolled in subjects of economics to investigate short term effects, while a subsample of N = 501 students could be matched to measure a medium term effect using a fixed-effects approach. Keywords: Program evaluation; Math remediation; Economic education; Higher education; Math skills; Freshmen students (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecanpo:v:66:y:2020:i:c:p:154-167 DOI: 10.1016/j.eap.2020.04.002 Access Statistics for this article Economic Analysis and Policy is currently edited by Clevo Wilson More articles in Economic Analysis and Policy from Elsevier |
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