College Remediation Goes Back to High School: Evidence from a Statewide Program in Tennessee

Kane, Thomas J.; Boatman, Angela; Kozakowski, Whitney; Bennett, Christopher; Hitch, Rachel; Weisenfeld, Dana

doi:10.3386/w26133

Cited by 10 publications

(15 citation statements)

References 13 publications

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“…The design and implementation of transition interventions varied considerably from state to state, but they typically consisted of a universal screener for college readiness, a transition curriculum, and an exit evaluation (Fay et al, 2017). In addition to the TI, Florida’s College and Career Readiness Initiative (FCCRI; Mokher et al, 2018) and Tennessee’s Seamless Alignment and Integrated Learning Support (SAILS) program (Kane et al, 2019) are prominent examples of statewide transition interventions.…”

mentioning

confidence: 99%

Ready for College? Examining the Effectiveness of Targeted Interventions in High School

Xu¹,

Backes

Oliveira

et al. 2021

Educational Evaluation and Policy Analysis

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Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.

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confidence: 99%

Ready for College? Examining the Effectiveness of Targeted Interventions in High School

Xu¹,

Backes

Oliveira

et al. 2021

Educational Evaluation and Policy Analysis

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show abstract

“…However, we are not able to attribute this outcome to whether students actually learned more math content as a result of the transition course. For a more recent cohort of SAILS students, though, we collaborated with colleagues to examine impacts of the program on students' math achievement, and also examined outcomes for SAILS students in the more complex policy environment that included the Tennessee Promise and the introduction of corequisite remediation (Kane et al 2019). We find that the SAILS program did not significantly improve students' math achievement, and the positive effects of SAILS on passing college math that we observe in the state policy context here, largely disappear in a context with corequisite remediation and free community college.…”

Section: Discussionmentioning

confidence: 99%

A Switch in Time: The Academic Effects of Shifting Math Remediation from College to High School

Boatman

Bennett

2021

Education Finance and Policy

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One explanation for negative or null findings in prior research on postsecondary remediation is that college may be too late to address issues of academic under-preparedness. This study evaluates the impact on student outcomes when college math remediation is offered in the senior year of high school. The Seamless Alignment and Integrated Learning Support (SAILS) program in Tennessee targets students with low 11th grade ACT math scores. Students who pass SAILS in 12th grade can enroll directly in college-level math courses at any Tennessee community college. Using a triple-difference design, we exploit variation in students' treatment status based on ACT math scores (remediation-eligible vs. remediation-ineligible), high school adoption of SAILS (first cohort vs. later cohort), and senior year (before vs. during first SAILS year). We find that SAILSeligible students in the first cohort were significantly less likely to enroll in remedial math courses in college, and more likely to enroll in and pass college-level math overall. These students also earn 2.8 additional credits by their second year. We detect no significant differences in high school graduation rates, college enrollment, or postsecondary credential attainment within two years. The program advanced progress towards several, but not all, of the potential goals examined.

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“…Another evaluation of the Tennessee SAILS program by Kane et al (2019) examined program impacts before and after other changes in the postsecondary policy environment. The first postsecondary change was the implementation of Tennessee Promise, a last-dollar scholarship program providing free community college to recent high school graduates.…”

Section: Impacts and Implementation Of Transition Courses Transition Course Impacts On First Year Coursetakingmentioning

confidence: 99%

“…The Kane et al (2019) study also examined the impact of SAILS on students' math achievement using an abbreviated version of the ACT math exam that was matched with students' prior ACT scores to assess gains in achievement. There was no evidence that the policy improved students' math achievement, as students assigned to SAILS performed similarly to students in other high school courses who scored just above the college readiness threshold.…”

Section: Impacts and Implementation Of Transition Courses Transition Course Impacts On First Year Coursetakingmentioning

confidence: 99%

“…Costs of Transition Courses Transition courses have the potential to save students time and money by reducing the likelihood of assignment to developmental education courses in college (e.g., Boatman and Bennett 2020; Kane et al 2019). Barnett, Fay, and Pheatt (2016) noted that transition courses can be offered inexpensively by diverting funding from existing courses or using pre-existing curriculum materials.…”

Section: Implementation Of Transition Coursesmentioning

confidence: 99%

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Reforming Transitions from High School to Higher Education

Mokher¹

2021

Higher Education: Handbook of Theory and Research

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Every year millions of high school students graduate unprepared for college-level work, resulting in persistent challenges with high remediation rates and low levels of degree attainment in postsecondary education. Policymakers have responded with a variety of reform efforts at the state and local levels including early assessments of college readiness, senior year transition courses in math and English for students at risk of placement into developmental education in college, summer bridge programs, and Early College High Schools. The purpose of this chapter is to explore the intended mechanisms of these reforms for academically unprepared students, the impacts on both short-term and long-term outcomes of postsecondary success, and common challenges to implementation. The empirical evidence on the effectiveness of these college readiness reforms is largely mixedwith the exception of Early College High Schools, which tend to demonstrate more consistently positive impacts on student success. The chapter concludes with considerations for future reform efforts and additional research to support academically underprepared students.

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College Remediation Goes Back to High School: Evidence from a Statewide Program in Tennessee

Cited by 10 publications

References 13 publications

Ready for College? Examining the Effectiveness of Targeted Interventions in High School

Ready for College? Examining the Effectiveness of Targeted Interventions in High School

A Switch in Time: The Academic Effects of Shifting Math Remediation from College to High School

Reforming Transitions from High School to Higher Education

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