What Happens to Students Placed into Developmental Education? A Meta-Analysis of Regression Discontinuity Studies
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| Title: | What Happens to Students Placed into Developmental Education? A Meta-Analysis of Regression Discontinuity Studies |
|---|---|
| Language: | English |
| Authors: | Valentine, Jeffrey C., Konstantopoulos, Spyros, Goldrick-Rab, Sara |
| Source: | Review of Educational Research. Aug 2017 87(4):806-833. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | EDIES12C0084 |
| Document Type: | Journal Articles Information Analyses Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Meta Analysis, Developmental Studies Programs, Student Placement, Outcomes of Education, Probability, Remedial Instruction, College Credits, Educational Attainment, College Students, Two Year College Students, Universities, Community Colleges, Reading Instruction, Writing Instruction, Mathematics Instruction, Regression (Statistics), Literature Reviews |
| DOI: | 10.3102/0034654317709237 |
| ISSN: | 0034-6543 |
| Abstract: | This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, and substantively large for three outcomes: (a) the probability of passing the college-level course in which remediation was needed, (b) college credits earned, and (c) attainment. Several sensitivity analyses suggest these results are not a function of particular stylized studies or the choices made in assembling the meta-analytic database. Two exploratory moderator analyses suggest that the negative effects of placement into developmental education are stronger for university students than for community college students and worse for students placed in reading or writing than in math. This work can inform debate and research on postsecondary policies and on alternative mechanisms for ensuring that college students have the skills needed to meet their goals. |
| Abstractor: | As Provided |
| Number of References: | 43 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | EJ1147706 |
| Database: | ERIC |
| Abstract: | This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, and substantively large for three outcomes: (a) the probability of passing the college-level course in which remediation was needed, (b) college credits earned, and (c) attainment. Several sensitivity analyses suggest these results are not a function of particular stylized studies or the choices made in assembling the meta-analytic database. Two exploratory moderator analyses suggest that the negative effects of placement into developmental education are stronger for university students than for community college students and worse for students placed in reading or writing than in math. This work can inform debate and research on postsecondary policies and on alternative mechanisms for ensuring that college students have the skills needed to meet their goals. |
|---|---|
| ISSN: | 0034-6543 |
| DOI: | 10.3102/0034654317709237 |
