Unintended Short- and Longer-Term Consequences of Assignment to College Readiness Courses

Evidence from Florida

Datos Bibliográficos

ID21582015
AutoresDaniel M Leeds (0000-0003-1947-0259, CNA, Arlington, VA, USA), Christine G Mokher (0000-0001-6060-6766, Florida State University, Tallahassee, FL, USA, autor de correspondencia)
Año2022
Volumen36
Número6
Páginas1315-1347
Fecha de publicación2022-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Policy (JOURNAL)
Identificadores de la revistaISSN: 0895-9048 • E-ISSN: 1552-3896
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/0895904820964747
OpenAlexW3094291320
IdiomaEN
Referencias citadas22

High school course selection can affect student outcomes in high school, college, and beyond. Policymakers therefore must consider whether policies affecting course selection may have unintended consequences for students with different levels of preparation. We use regression discontinuity analysis to examine the impact of Florida’s College and Career Readiness Initiative on high school coursetaking and subsequent success in college-level courses. To determine which students were most likely to comply with and benefit from the FCCRI, we run subgroup analyses based on students’ course-taking histories, finding that the initiative was beneficial for some students but may have had inadvertently harmed others

Academic achievement · Mathematics education · Medical education · Political science · Regression discontinuity design · Unintended consequences · Computer Science · Global Educational Reforms and Inequalities · Higher Education Research Studies · Medicine · Psychology · School Choice and Performance