Document Type

Article

Publication Date

6-23-2016

Abstract

Many college students never take, or do not pass, required remedial mathematics courses theorized to increase college-level performance. Some colleges and states are therefore instituting policies allowing students to take college-level courses without first taking remedial courses. However, no experiments have compared the effectiveness of these approaches, and other data are mixed. We randomly assigned 907 students to (a) remedial elementary algebra, (b) that course with workshops, or (c) college-level statistics with workshops (corequisite remediation). Students assigned to statistics passed at a rate 16 percentage points higher than those assigned to algebra (p

Comments

This is the accepted manuscript of an article published in Educational Evaluation and Policy Analysis.

The data affiliated with this article is available at: http://academicworks.cuny.edu/gc_pubs/252/

 
 

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