The Effects of Quantitative Skills Training on College Outcomes and Peers

Autor/inn/en	Butcher, Kristin F.; McEwan, Patrick J.; Taylor, Corrine H.
Titel	The Effects of Quantitative Skills Training on College Outcomes and Peers
Quelle	In: Economics of Education Review, 29 (2010) 2, S.187-199 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2009.06.001
Schlagwörter	Thinking Skills; Academic Achievement; College Students; Outcomes of Education; Comparative Analysis; Peer Groups; Classes (Groups of Students); Remedial Instruction + Suchen Sie Ihr Suchwort? Denkfähigkeit; Schulleistung; Collegestudent; Lernleistung; Schulerfolg; Gleichaltrigengruppe; Peer Group; Klassengemeinschaft; Förderkurs
Abstract	This paper estimates the causal effect of taking a course in quantitative reasoning on students' academic performance and classroom peer-group composition at a liberal arts college. To identify effects, the paper compares the outcomes of otherwise similar students who barely passed a baseline quantitative skills assessment (not taking the course) with students who barely failed (taking the course). The regression-discontinuity estimates show little impact on academic outcomes for student close to the passing cutoff, including grades on subsequent courses with quantitative content, but we are unable to distinguish small from zero effects. Exogenous course assignment does affect the composition of students' classroom peer groups in subsequent years. The effects can only be generalized to students in the vicinity of the passing threshold (but not students with much worse quantitative skills at the baseline). We discuss implications for research and policy on remediation. (Contains 4 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10