Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation Policy

By Judith E. Scott-Clayton, Olga Rodríguez. Education Finance and Policy, 2015

219 citations recorded by the source corpus.

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Improving College Access in the United States: Barriers and Policy Responses (2015, unknown): “Studies in Florida and in a large urban community college system using analogous data and methods found similarly null to negative effects on academic outcomes (Calcagno & Long, 2008; Scott-Clayton & Rodriguez, 2015).”
Literacy Skills Among Academically Underprepared Students (2013, background): “The persistence and graduation rates of students who enter community colleges with low skills are extremely low (Bailey, Jeong, & Cho, 2010), and the effectiveness of developmental education has been questioned (Scott-Clayton & Rodriguez, 2012).”
Using a Regression Discontinuity Design to Estimate the Impact of Placement Decisions in Developmental Math (2015, methodology): “In the long run, being placed into developmental education did not appear to improve students’ likelihood of completing a degree (Calcagno and Long 2008; Martorell and McFarlin 2011; Scott-Clayton and Rodriguez 2015).”
The Labor of Division: Returns to Compulsory High School Math Coursework (2019, background): “The only evidence on returns to individual college courses comes from the literature on remediation, which has little discernible impact on earnings perhaps because it diverts students from college-level courses into more basic courses (Martorell and McFarlin Jr, 2011; Scott-Clayton and Rodriguez, 2”