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The Effects of Middle School Remediation on Postsecondary Success: Regression Discontinuity Evidence from Florida

High school graduation rates in the United States are at an all-time high, yet many of these graduates are deemed not ready for postsecondary coursework when they enter college. This study examines the short-, medium-, and long-term effects of remedial courses in middle school using a regression discontinuity design. While the short-term test score benefits of taking a remedial course in English language arts in middle school fade quickly, I find significant positive effects on the likelihood of taking college credit-bearing courses in high school, college enrollment, enrolling in more selective colleges, persistence in college, and degree attainment.

Keywords
remedial courses; college readiness; postsecondary outcomes; human capital
Education level
Document Object Identifier (DOI)
10.26300/6xak-7088

EdWorkingPaper suggested citation:

Özek, Umut. (). The Effects of Middle School Remediation on Postsecondary Success: Regression Discontinuity Evidence from Florida. (EdWorkingPaper: 21-467). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/6xak-7088

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