IDEAS home Printed from https://ideas.repec.org/a/spr/reihed/v63y2022i3d10.1007_s11162-021-09649-5.html
   My bibliography  Save this article

Do Corequisite Math Courses Improve Academic Outcomes in Technical Colleges?: Evidence from Chile

Author

Listed:
  • Angela Boatman

    (Boston College)

  • Susana Claro

    (Pontificia Universidad Católica de Chile)

  • Matias Fresard

    (Duoc UC)

  • Jenna W. Kramer

    (RAND Corporation)

Abstract

For countries concerned about equity and access to higher education, providing support services for academically underprepared students is critical to increasing their probabilities of success. Corequisite math courses provide opportunities for underprepared students to develop their basic math skills through simultaneous enrollment in college-level and developmental courses. However, adding the additional developmental course also increases students’ academic workload, potentially impeding their progress early in their college journey. Our study explores the effects of being assigned to this additional developmental math class at one of the largest technical colleges in Chile. Few remedial studies have examined the effects of corequisite courses in the technical college context, either in the United States or abroad. Using a regression discontinuity design, we find that for students attending a technical college and scoring close to the cutoff on a standardized mathematics placement exam, being assigned to a corequisite math course increases the grades in their college-level math course and marginally decreases their likelihood of withdrawing during the first semester, compared to students assigned to a single college-level math course. The effects on credits earned and first semester grades are driven by those pursuing less advanced technical degrees.

Suggested Citation

  • Angela Boatman & Susana Claro & Matias Fresard & Jenna W. Kramer, 2022. "Do Corequisite Math Courses Improve Academic Outcomes in Technical Colleges?: Evidence from Chile," Research in Higher Education, Springer;Association for Institutional Research, vol. 63(3), pages 453-480, May.
    • Handle: RePEc:spr:reihed:v:63:y:2022:i:3:d:10.1007_s11162-021-09649-5
    DOI: 10.1007/s11162-021-09649-5
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1007/s11162-021-09649-5
    File Function: Abstract
    Download Restriction: Access to the full text of the articles in this series is restricted.
    File URL: https://libkey.io/10.1007/s11162-021-09649-5?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Eric P. Bettinger & Bridget Terry Long, 2009. "Addressing the Needs of Underprepared Students in Higher Education: Does College Remediation Work?," Journal of Human Resources, University of Wisconsin Press, vol. 44(3).
    2. Sebastian Calonico & Matias D. Cattaneo & Rocio Titiunik, 2014. "Robust data-driven inference in the regression-discontinuity design," Stata Journal, StataCorp LP, vol. 14(4), pages 909-946, December.
    3. Miguel Urquiola & Eric Verhoogen, 2009. "Class-Size Caps, Sorting, and the Regression-Discontinuity Design," American Economic Review, American Economic Association, vol. 99(1), pages 179-215, March.
    4. Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158.
    5. repec:mpr:mprres:6683 is not listed on IDEAS
    6. Kalena E. Cortes & Joshua S. Goodman, 2014. "Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement," American Economic Review, American Economic Association, vol. 104(5), pages 400-405, May.
    7. Duchini, Emma, 2017. "Is college remedial education a worthy investment? New evidence from a sharp regression discontinuity design," Economics of Education Review, Elsevier, vol. 60(C), pages 36-53.
    8. Guido Imbens & Karthik Kalyanaraman, 2012. "Optimal Bandwidth Choice for the Regression Discontinuity Estimator," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 79(3), pages 933-959.
    9. David S. Lee & Thomas Lemieux, 2010. "Regression Discontinuity Designs in Economics," Journal of Economic Literature, American Economic Association, vol. 48(2), pages 281-355, June.
    10. Cortes, Kalena E. & Goodman, Joshua Samuel & Nomi, Takako, 2015. "Intensive Math Instruction and Educational Attainment," Scholarly Articles 34298862, Harvard Kennedy School of Government.
    11. Federick Ngo, 2019. "Fractions in College: How Basic Math Remediation Impacts Community College Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 60(4), pages 485-520, June.
    12. McCrary, Justin, 2008. "Manipulation of the running variable in the regression discontinuity design: A density test," Journal of Econometrics, Elsevier, vol. 142(2), pages 698-714, February.
    13. Maria Paulina Mogollón & Michael Crawford, 2009. "Reviews of National Policies for Education : Tertiary Education in Chile," World Bank Publications - Reports 10219, The World Bank Group.
    14. Angela Boatman, 2021. "Accelerating College Remediation: Examining the Effects of Math Course Redesign on Student Academic Success," The Journal of Higher Education, Taylor & Francis Journals, vol. 92(6), pages 927-960, September.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Onda, Masayuki & Seyler, Edward, 2020. "English learners reclassification and academic achievement: Evidence from Minnesota," Economics of Education Review, Elsevier, vol. 79(C).
    2. Ivan A Canay & Vishal Kamat, 2018. "Approximate Permutation Tests and Induced Order Statistics in the Regression Discontinuity Design," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 85(3), pages 1577-1608.
    3. Pastore, Chiara & Jones, Andrew M., 2023. "Human capital consequences of missing out on a grammar school education," Economic Modelling, Elsevier, vol. 126(C).
    4. Xi Chen, 2017. "Old age pension and intergenerational living arrangements: a regression discontinuity design," Review of Economics of the Household, Springer, vol. 15(2), pages 455-476, June.
    5. Nene Oumou & Jonathan Goyette, 2016. "Can microcredit impact the activity of small and medium enterprises? New evidence from a Regression Discontinuity Design in Panama," Cahiers de recherche 16-05, Departement d'économique de l'École de gestion à l'Université de Sherbrooke.
    6. Susan Athey & Guido W. Imbens, 2017. "The State of Applied Econometrics: Causality and Policy Evaluation," Journal of Economic Perspectives, American Economic Association, vol. 31(2), pages 3-32, Spring.
    7. Xi Chen, 2016. "Old-Age Pension And Extended Families: How Is Adult Children'S Internal Migration Affected?," Contemporary Economic Policy, Western Economic Association International, vol. 34(4), pages 646-659, October.
    8. Jin-young Choi & Myoung-jae Lee, 2017. "Regression discontinuity: review with extensions," Statistical Papers, Springer, vol. 58(4), pages 1217-1246, December.
    9. Depalo, Domenico, 2023. "Should the Daylight Saving Time be abolished? Evidence from work accidents in Italy," Economic Modelling, Elsevier, vol. 128(C).
    10. Lochmann, Alexia & Rapoport, Hillel & Speciale, Biagio, 2019. "The effect of language training on immigrants’ economic integration: Empirical evidence from France," European Economic Review, Elsevier, vol. 113(C), pages 265-296.
    11. Owen Ozier, 2018. "The Impact of Secondary Schooling in Kenya: A Regression Discontinuity Analysis," Journal of Human Resources, University of Wisconsin Press, vol. 53(1), pages 157-188.
    12. Cappelletti, Giuseppe & Guazzarotti, Giovanni & Tommasino, Pietro, 2017. "The stock market effects of a securities transaction tax: Quasi-experimental evidence from Italy," Journal of Financial Stability, Elsevier, vol. 31(C), pages 81-92.
    13. Angelo D'Andrea, 2019. "Mayor’s wage and Public procurement," BAFFI CAREFIN Working Papers 19125, BAFFI CAREFIN, Centre for Applied Research on International Markets Banking Finance and Regulation, Universita' Bocconi, Milano, Italy.
    14. Perez-Reyna, David & Villamizar-Villegas, Mauricio, 2019. "Exchange rate effects of financial regulations," Journal of International Money and Finance, Elsevier, vol. 96(C), pages 228-245.
    15. Gerard, Francois & Rokkanen, Miikka & Rothe, Christoph, 2015. "Identification and Inference in Regression Discontinuity Designs with a Manipulated Running Variable," IZA Discussion Papers 9604, Institute of Labor Economics (IZA).
    16. Meyer, Andrew G., 2017. "The impact of education on political ideology: Evidence from European compulsory education reforms," Economics of Education Review, Elsevier, vol. 56(C), pages 9-23.
    17. Chen, Xi, 2015. "Old-Age Pension and Intergenerational Living Arrangements," IZA Discussion Papers 9482, Institute of Labor Economics (IZA).
    18. Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158.
    19. Michael Hillebrecht & Stefan Klonner & Rainer Sauerborn & Alie Sié & Aurélia Souares, 2021. "The Demand for Health Insurance in a Poor Economy: Evidence from Burkina Faso," Economic Development and Cultural Change, University of Chicago Press, vol. 69(4), pages 1273-1300.
    20. Cappelletti, Giuseppe & Ponte Marques, Aurea & Varraso, Paolo & Budrys, Žymantas & Peeters, Jonas, 2019. "Impact of higher capital buffers on banks’ lending and risk-taking: evidence from the euro area experiments," Working Paper Series 2292, European Central Bank.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:reihed:v:63:y:2022:i:3:d:10.1007_s11162-021-09649-5. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.