2017
DOI: 10.3102/0034654317709237
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What Happens to Students Placed Into Developmental Education? A Meta-Analysis of Regression Discontinuity Studies

Abstract: This article reports a systematic review and meta-analysis of studies that use regression discontinuity to examine the effects of placement into developmental education. Results suggest that placement into developmental education is associated with effects that are negative, statistically significant, and substantively large for three outcomes: (a) the probability of passing the college-level course in which remediation was needed, (b) college credits earned, and (c) attainment. Several sensitivity analyses su… Show more

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Cited by 63 publications
(54 citation statements)
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References 26 publications
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“…Similar to other RD studies examining the effects of placement into developmental education (e.g., Valentine et al, 2017), we find that first-year math coursetaking outcomes tend to be worse for nonexempt students assigned to additional developmental education requirements relative to similar students scoring just above college-ready. This suggests that more nonexempt students may have benefitted from the option to enroll directly into college-level courses like their exempt peers, although the results may not be generalizable to all nonexempt students.…”
Section: Discussionsupporting
confidence: 85%
See 1 more Smart Citation
“…Similar to other RD studies examining the effects of placement into developmental education (e.g., Valentine et al, 2017), we find that first-year math coursetaking outcomes tend to be worse for nonexempt students assigned to additional developmental education requirements relative to similar students scoring just above college-ready. This suggests that more nonexempt students may have benefitted from the option to enroll directly into college-level courses like their exempt peers, although the results may not be generalizable to all nonexempt students.…”
Section: Discussionsupporting
confidence: 85%
“…Much of the rigorous research to-date on the impact of developmental education has been conducted using regression discontinuity (RD) designs to compare postsecondary outcomes for students who score just below-college ready and are assigned to developmental education courses relative to students who score just above-college ready and are assigned to college-level courses. Valentine et al (2017) conducted a meta-analysis of studies using RD to examine the effects of placement into developmental education and found statistically significant negative effects on several postsecondary outcomes, and the effect sizes were often quite large in magnitude. In particular, students assigned to developmental education were approximately 8 percentage points less likely to ever complete a college-level course in the same subject area in which remediation was needed compared to similar peers who were collegeready.…”
Section: Literature Reviewmentioning
confidence: 99%
“…However, completion of mathematics remediation may be the single largest academic barrier to increasing overall college graduation rates (Attewell, Lavin, Domina, & Levey, 2006). Mathematics is the most frequently assessed remedial need (Valentine, Konstantopoulos, & Goldrick-Rab, 2017).…”
Section: Corequisite Mathematics Remediation 4 Corequisite Mathematicmentioning
confidence: 99%
“…Studies have shown that developmental education may have negative impacts on students including delaying time to gateway course completion (Scott-Clayton and Rodriguez 2015 ) and reducing credit accumulation (Martorell and McFarlin Jr 2011 ). In a meta-analysis of developmental education studies using quasi-experimental methods, Valentine et al ( 2017 ) found that students assigned to developmental education who were just below college-ready performed significantly worse on the likelihood of degree completion, credit accumulation, and passing college-level courses relative to similar students who were not assigned to developmental education. Additionally, developmental education can impact students negatively through increased costs and debt related to courses that do not provide college credit.…”
mentioning
confidence: 99%