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Imagine No Remediation: Evaluation of a Placement Policy Change

Author

Listed:
  • Alexei Kolesnikov

    (Towson University)

  • Xiaoyin Wang

    (Towson University)

  • Michael Bonaduce

    (Towson University)

  • Mark Cunningham

    (Towson University)

  • Lillian Fontinell

    (Towson University)

  • Tyler Halliwell

    (Towson University)

  • Maura Twillman

    (Towson University)

Abstract

We describe the effects of a change in the mathematics placement policy at a large 4-year public university. The change resulted in a sharp reduction of the number of students placed in remedial courses, while the levels of academic preparedness of the students, the course content, and the instruction methods remained the same. This allows us to estimate the effects of remedial placement on the educational outcomes of the students. We find that a remedial placement policy that was based on a standardized test cut-score under-placed a large number of students into remedial courses. At the same time, we find that a placement policy based on BAT/CRT scores was placing under-prepared students into college level mathematics courses.

Suggested Citation

  • Alexei Kolesnikov & Xiaoyin Wang & Michael Bonaduce & Mark Cunningham & Lillian Fontinell & Tyler Halliwell & Maura Twillman, 2020. "Imagine No Remediation: Evaluation of a Placement Policy Change," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(7), pages 849-870, November.
    • Handle: RePEc:spr:reihed:v:61:y:2020:i:7:d:10.1007_s11162-019-09568-6
    DOI: 10.1007/s11162-019-09568-6
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    References listed on IDEAS

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    1. Imbens, Guido W. & Lemieux, Thomas, 2008. "Regression discontinuity designs: A guide to practice," Journal of Econometrics, Elsevier, vol. 142(2), pages 615-635, February.
    2. Matias D. Cattaneo & Michael Jansson & Xinwei Ma, 2018. "Manipulation testing based on density discontinuity," Stata Journal, StataCorp LP, vol. 18(1), pages 234-261, March.
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