Peer Effects in Postsecondary Remedial Education: Evidence From the Merger of Remedial and College-Level Math Courses

• In Event: 16.058 - Roundtable Session 6
  In Roundtable Session: 16.058-6 - Division J Section 5 5

Abstract

In this paper I examine the peer effects that result from combining remedial and college-level students into the existing college-level course. Using a statewide cutoff on the placement examination combined with longitudinal student and course-level data from institutions which merged their math courses, I evaluate the subsequent academic effects for two groups of students: those assigned to college-level math and those who would have previously been assigned to remedial math but are now enrolled in college-level math. As such, I identify the effects of peers whom these students encounter when enrolling in mainstreamed college-level math courses. The early results suggest that mainstreaming remedial and college-level math courses may affect students differently depending on their incoming level of academic skill.

Author

• Angela Boatman, Vanderbilt University - Peabody College