Remediation requirements are not a primary driver of low college degree completion rates¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Although alternatives to pre-requisite remediation produced modest gains for students and taxpayers, the authors conclude remediation requirements are not a primary driver of low degree completion rates. → Thomas J. Kane 2021

Evidence¶

Thomas J. Kane 2021¶

Thomas J. Kane, Angela Boatman, Whitney Kozakowski, Christopher Bennett, Rachel Hitch, Dana Weisenfeld. (2021). Is College Remediation a Barrier or a Boost? Evidence from the Tennessee SAILS Program. Journal of Policy Analysis and Management, vol. 40, issue 3. https://www.mathematica.org/publications/is-college-remediation-a-barrier-or-a-boost-evidence-from-the-tennessee-sails-program doi:10.1002/pam.22306

q3 · i? · causal · r2

The article's headline conclusion, drawn from the SAILS and co-requisite analyses: both alternatives "produced modest gains for students and taxpayers," yet remediation requirements are judged not to be a primary driver of low degree completion. No effect size is printed for this overall conclusion.

"Although both alternatives to pre‐requisite remediation produced modest gains for students and taxpayers, remediation requirements are not a primary driver of low degree completion rates."

Discussion¶

Related Claims¶

• Under Tennessee's 2015 co-requisite remediation policy, completing SAILS no longer produced any boost in college credits — related
• The high school SAILS remedial math course did not improve math achievement more than a typical senior year math course — related
• ASAP likely increases community college students' graduation and degree attainment rates — related
• SAILS completers had completed only 1.5 additional college courses after two years — related
• Completing SAILS boosted first-year community college students' enrollment in college-level math by nearly 30 percentage points — related
• Taking Algebra I instead of remedial math increased algebra credit earning but raised failure rates and lowered grades for low- and average-ability students, with no test-score benefit — related
• Taking Algebra I instead of remedial math raised Algebra credit attainment but increased failure rates and lowered math grades, with no test-score benefit — related