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Autor:innen: 
Erscheinungsjahr: 
2012
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 6358
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
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.
Schlagwörter: 
regression discontinuity design
remedial mathematics
student performance
JEL: 
A22
I20
Persistent Identifier der Erstveröffentlichung: 
Dokumentart: 
Working Paper

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