This journal article discusses findings from a study examining ASLOMP participant characteristics, experiences, and education and career outcomes.
This study from the CALDER Center examines the short-, medium-, and long-term effects of remedial courses in middle school using a regression discontinuity design. While the short-term test score benefits of taking a remedial course in English language arts in middle school fade quickly, the study found significant positive effects on the likelihood of taking college credit-bearing courses in high school, college enrollment, enrolling in more selective colleges, persistence in college, and degree attainment.
This article examines the impact of corequisite remediation on students underprepared in reading and writing and whether corequisites have differential impacts on students with different characteristics.
In this journal article, published in August 2021, AIR researchers used longitudinal data from Massachusetts that link high school course-taking records in career and technical education (CTE) to postsecondary student outcomes to provide the first empirical evidence linking characteristics of CTE teachers to later student outcomes.
This article presents findings from one component of a three-year exploratory study of four two-year, intensive bridge programs.
This chapter discusses issues related to testing and evaluation of English language learners (ELLs) in higher education. It explains how to define the ELL population in higher education, followed by a brief treatment of the general issues related to testing and evaluation of ELLs in that context.
In this journal article, scholars of higher education and public policymakers describe promising directions for postsecondary reform. They argue that it is essential to redefine postsecondary education and consider a broader range of learning opportunities—beyond the research university and traditional bachelor degree programs—to include community colleges, occupational certificate programs, and apprenticeships. The authors also emphasize the need to rethink policies governing financial aid, remediation, and institutional funding to promote degree completion.
This journal article discusses a study evaluating the effectiveness of math placement policies for entering community college students on these students' academic success in math. Researchers estimate the impact of placement decisions by using a discrete-time survival model within a regression discontinuity framework. The primary conclusion that emerges is that initial placement in a lower level course increases the time until a student at the margin completes the higher level course they were not assigned to by about a year on average, but in most cases, after this time period, the penalty was small and not statistically significant.
This study examined Washington's College Bound Scholarship program and how it affected college entry, persistence, and completion. The study found that the scholarship program shifted enrollment from out-of-state to in-state colleges at which the scholarship could be used.
This journal article uses student-level data to investigate how the college application behavior of underrepresented minorities (URMs) changed in response to the 1998 end of affirmative action in admissions at the University of California (UC). The results show that all URMs experienced a drop in their probability of admission to at least one UC campus.