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

Evidence from Florida

Dados 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 correspondente)
Ano2022
Volume36
Fascículo6
Páginas1315-1347
Data de publicação2022-09-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Policy (JOURNAL)
Identificadores do periódicoISSN: 0895-9048 • E-ISSN: 1552-3896
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0895904820964747
OpenAlexW3094291320
IdiomaEN
Referências 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