The short-term effectiveness of a remedial mathematics course: Evidence from a UK university

Arbeitspapier

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.

Angaben zum Objekt

• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Series: IZA Discussion Papers ; No. 6358

Klassifikation und Themen

• Klassifikation: Wirtschaft ; Economic Education and Teaching of Economics: Undergraduate ; Education and Research Institutions: General
• Thema: regression discontinuity design ; remedial mathematics ; student performance ; Studierende ; Unterricht ; Bildungsniveau ; Großbritannien

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Di Pietro, Giorgio
• Ereignis: Veröffentlichung
• (wer): Institute for the Study of Labor (IZA)
• (wo): Bonn
• (wann): 2012

Weitere Informationen

• Handle: http://hdl.handle.net/10419/58979
• URN: urn:nbn:de:101:1-201205026593
• Letzte Aktualisierung: 10.03.2025, 11:41 MEZ