The Effects of High School Remediation on Long-Run Educational Attainment. EdWorkingPaper No. 25-1204
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| Title: | The Effects of High School Remediation on Long-Run Educational Attainment. EdWorkingPaper No. 25-1204 |
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| Language: | English |
| Authors: | Umut Özek, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 60 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Smith Richardson Foundation |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Postsecondary Education |
| Descriptors: | Outcomes of Education, High School Students, Remedial Instruction, Educational Attainment, Postsecondary Education, Access to Education, Advanced Courses, College Readiness, Human Capital, Educational Resources |
| Geographic Terms: | Florida |
| Abstract: | This study examines the effects of remedial courses in high school on postsecondary outcomes using a regression discontinuity design and explores the mechanisms behind these effects. I find that being placed in the remedial schedule and taking an additional remedial course in high school reduces the likelihood of attaining a 2- or 4-year college degree by 20 percent. The findings also suggest that nearly half of this adverse effect is driven by the tracking effect of remediation, which significantly reduces students' access to advanced courses in high school not only in the remediation subject but also in other core subjects. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674078 |
| Database: | ERIC |
| Abstract: | This study examines the effects of remedial courses in high school on postsecondary outcomes using a regression discontinuity design and explores the mechanisms behind these effects. I find that being placed in the remedial schedule and taking an additional remedial course in high school reduces the likelihood of attaining a 2- or 4-year college degree by 20 percent. The findings also suggest that nearly half of this adverse effect is driven by the tracking effect of remediation, which significantly reduces students' access to advanced courses in high school not only in the remediation subject but also in other core subjects. |
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