The effectiveness of remedial courses: new evidence from undergraduate students in industrial engineering

Francesca Sgobbi

Education Economics, 2022, vol. 30, issue 3, 320-337

Abstract: Remedial courses may support under-prepared candidates for higher education, but their effectiveness is still questioned especially in European countries, where their introduction is comparably recent. This paper implements a doubly robust estimator to account for heterogeneity between remedial and nonremedial students and possible noncompliance with the assigned remediation. Data on five cohorts of undergraduates in industrial engineering from an Italian university show average worse performances of remedial students. However, remedial students who complete the remedial path catch up in two years with the dropout rate of average nonremedial students and with the credits earned by the weakest nonremedial students.

Date: 2022
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2021.1974343 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:30:y:2022:i:3:p:320-337

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2021.1974343

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().