Supplemental Appendix for "Remedial Enrollment During the 1st Year of College, Institutional Transfer, and Degree Attainment"
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
This study examined whether remediation enrollment during the 1st year of college influenced individuals’ college transfer and attainment and if effects varied by racial and socioeconomic subgroups. Results based on analysis of the National Longitudinal Survey of Youth of 1997 data indicated that for 2-year college students, remediation enrollment in both mathematics and English improved the likelihood of transferring to a 4-year college and earning a bachelor’s degree. For 4-year college students, however, enrolling in any postsecondary remediation—only math, only English, or both subjects—during their 1st year in college increased their chances of transferring to a 2-year college in the following years. Enrolling in at least 1 math remedial class (i.e., only math and both subjects) appeared to hinder 4-year college students from graduating on time. Subgroup analyses showed no strong evidence that remediation enrollment played a significant role in increasing or reducing the racial and socioeconomic gaps in college attainment.
Description
Keywords
college attainment, institutional transfer, marginal means weighting, through stratification, national evidence, remediation enrollment
Citation
Saw, Guan Kung. (2019) Supplemental Appendix for "Remedial Enrollment During the 1st Year of College, Institutional Transfer, and Degree Attainment." The Journal of Higher Education, 90 (2), 298-321. https://doi.org/10.1080/00221546.2018.1493668