Developmental education in North Carolina community colleges

Published

Journal Article

© 2014 AERA. This article contributes to the empirical literature on remediation in community colleges by using policy variation across North Carolina’s community colleges to examine how remediation affects various outcomes for traditional-age college students. We find that being required to take a remedial course (as we define it in this article) either in math or in English significantly reduces a student’s probability of success in college and also the probability that a student ever passes a college-level math or English course. Among students who are required to take a remedial course in their first semester, however, we find no adverse effects on the probability of returning for another semester. We also find differential effects by a student’s prior achievement level, family income, and gender. Despite methodological differences, our main findings are generally consistent with, albeit somewhat more negative, than those from prior studies based on regression discontinuity designs.

Full Text

Duke Authors

Cited Authors

  • Clotfelter, CT; Ladd, HF; Muschkin, C; Vigdor, JL

Published Date

  • January 1, 2015

Published In

Volume / Issue

  • 37 / 3

Start / End Page

  • 354 - 375

Electronic International Standard Serial Number (EISSN)

  • 1935-1062

International Standard Serial Number (ISSN)

  • 0162-3737

Digital Object Identifier (DOI)

  • 10.3102/0162373714547267

Citation Source

  • Scopus