A Switch in Time: The Academic Effects of Shifting Math Remediation from College to High School

One explanation for negative or null findings in prior research on postsecondary remediation is that college may be too late to address issues of academic under-preparedness. This study evaluates the impact on student outcomes when college math remediation is offered in the senior year of high school. The Seamless Alignment and Integrated Learning Support (SAILS) program in Tennessee targets students with low 11th grade ACT math scores. Students who pass SAILS in 12th grade can enroll directly in college-level math courses at any Tennessee community college. Using a triple-difference design, we exploit variation in students' treatment status based on ACT math scores (remediation-eligible vs. remediation-ineligible), high school adoption of SAILS (first cohort vs. later cohort), and senior year (before vs. during first SAILS year). We find that SAILSeligible students in the first cohort were significantly less likely to enroll in remedial math courses in college, and more likely to enroll in and pass college-level math overall. These students also earn 2.8 additional credits by their second year. We detect no significant differences in high school graduation rates, college enrollment, or postsecondary credential attainment within two years. The program advanced progress towards several, but not all, of the potential goals examined.

How Effective Are Community College Remedial Math Courses for Students With the Lowest Math Skills?

Objective: This article examines the effectiveness of remediation for community college students who are identified as having the lowest skills in math. Method: We use transcript data from a state community college system and take advantage of a regression discontinuity design that compares statistically identical students who are assigned to the lowest level of the math sequence that consists of three remedial courses versus the next lowest level that consists of two courses. Results: The results suggest that for the students with the lowest preparation in math, the longest developmental sequence offers little benefit and may even reduce the likelihood of earning a degree to certificate within 4 years. Contributions: This study is one of the first attempts to compare the academic outcomes of students assigned to long sequence of developmental math education to students with similar academic skills but assigned to shorter developmental math sequence. Results from this study can therefore help inform the national effort in reforming remedial education, especially in terms of whether shortening the long remedial sequence would either benefit or harm the academic outcomes of students who are least prepared for college-level coursework.