Do Corequisite Math Courses Improve Academic Outcomes in Technical Colleges?: Evidence from Chile

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dc.contributor.authorBoatman, Angela
dc.contributor.authorClaro, Susana
dc.contributor.authorFresard, Matias
dc.contributor.authorKramer, Jenna W.
dc.date.accessioned2025-01-20T22:01:48Z
dc.date.available2025-01-20T22:01:48Z
dc.date.issued2022
dc.description.abstractFor countries concerned about equity and access to higher education, providing support services for academically underprepared students is critical to increasing their probabilities of success. Corequisite math courses provide opportunities for underprepared students to develop their basic math skills through simultaneous enrollment in college-level and developmental courses. However, adding the additional developmental course also increases students' academic workload, potentially impeding their progress early in their college journey. Our study explores the effects of being assigned to this additional developmental math class at one of the largest technical colleges in Chile. Few remedial studies have examined the effects of corequisite courses in the technical college context, either in the United States or abroad. Using a regression discontinuity design, we find that for students attending a technical college and scoring close to the cutoff on a standardized mathematics placement exam, being assigned to a corequisite math course increases the grades in their college-level math course and marginally decreases their likelihood of withdrawing during the first semester, compared to students assigned to a single college-level math course. The effects on credits earned and first semester grades are driven by those pursuing less advanced technical degrees.
dc.fuente.origenWOS
dc.identifier.doi10.1007/s11162-021-09649-5
dc.identifier.eissn1573-188X
dc.identifier.issn0361-0365
dc.identifier.urihttps://doi.org/10.1007/s11162-021-09649-5
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/93890
dc.identifier.wosidWOS:000698991700001
dc.issue.numero3
dc.language.isoen
dc.pagina.final480
dc.pagina.inicio453
dc.revistaResearch in higher education
dc.rightsacceso restringido
dc.subjectDevelopmental education
dc.subjectHigher education
dc.subjectTechnical colleges
dc.subjectMathematics
dc.subjectRegression discontinuity
dc.subject.ods04 Quality Education
dc.subject.ods10 Reduced Inequality
dc.subject.odspa04 Educación de calidad
dc.subject.odspa10 Reducción de las desigualdades
dc.titleDo Corequisite Math Courses Improve Academic Outcomes in Technical Colleges?: Evidence from Chile
dc.typeartículo
dc.volumen63
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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