The Short-Term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University
Giorgio Di Pietro
No 6358, IZA Discussion Papers from Institute of Labor Economics (IZA)
Abstract:
Whilst in the US there is a growing debate about the effectiveness of remedial university courses, this issue is less questioned in the UK. Using a regression discontinuity approach and data from a large School of a post-1992 UK university, we estimate the effect of remediation on student outcomes. We find no evidence that attending a math remedial program improves student performance in the first year. This finding is consistent and complements that of a recent study by Lagerlöf and Seltzer (2009), which is based on data from a pre-1992 UK university. Taken together, these results may call for a review of the remediation policy offered at university level in the UK.
Keywords: remedial mathematics; regression discontinuity design; student performance (search for similar items in EconPapers)
JEL-codes: A22 I20 (search for similar items in EconPapers)
Pages: 34 pages
Date: 2012-02
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
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Citations: View citations in EconPapers (1)
Published - revised version published in: The Manchester School, 2014, 82 (3), 363-384
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Journal Article: The Short-term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University (2014) 
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