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Author: Sanabria, Tanya
Resulting in 3 citations.
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Sanabria, Tanya |
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Failing Grades: Examining The Long-Term Effects of Failure in Education Ph.D. Dissertation, Department of Sociology, University of California, Irvine, 2019 Cohort(s): NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Major/Field of Study/Courses; Educational Attainment; Grade Point Average (GPA)/Grades Permission to reprint the abstract has not been received from the publisher. In Chapter 3, I use transcript data from the National Longitudinal Survey of Youth (NLSY97) to show that while college remedial coursework benefits some students, the substantial number of students who fail remediation are considerably worse off (e.g., they are less likely to graduate, take longer to graduate, and earn less) than peers who were not placed in remediation. |
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Bibliography Citation
Sanabria, Tanya. Failing Grades: Examining The Long-Term Effects of Failure in Education. Ph.D. Dissertation, Department of Sociology, University of California, Irvine, 2019. |
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Sanabria, Tanya Penner, Andrew M. Domina, Thurston |
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Failing at Remediation? College Remedial Course-taking, Failure and Long-term Student Outcomes Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016 Cohort(s): NLSY97 Publisher: American Sociological Association Keyword(s): College Degree; College Major/Field of Study/Courses; Earnings; Educational Outcomes; Grade Point Average (GPA)/Grades; Schooling, Post-secondary Permission to reprint the abstract has not been received from the publisher. Many students who enroll in post-secondary education are not adequately prepared to succeed in college-level courses. Colleges offer remedial coursework to help underprepared students. Despite the prevalence of remediation, previous research presents contradictory findings regarding the short and long-term effects of remediation. This paper contributes to this literature by examining whether the degree completion and wage outcomes associated with remedial education vary by whether students pass or fail remedial courses. Using the NLSY Postsecondary Transcript-1997 data we find that 40 percent of students who take remedial coursework fail one or more of their remedial courses, and that underrepresented minority students and students working more than 20 hours per week had higher odds of failing remedial coursework. Students who took and passed their remedial coursework had higher odds of graduating from college and had higher earnings than students who did not take remedial coursework, but students who failed at least one remedial course had lower odds of degree completion and earned 5 percent lower wages over a five-year average. Our findings suggest that while many students may benefit from remedial education, a substantial number of students struggle with remedial coursework. |
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Bibliography Citation
Sanabria, Tanya, Andrew M. Penner and Thurston Domina. "Failing at Remediation? College Remedial Course-taking, Failure and Long-term Student Outcomes." Presented: Seattle WA, American Sociological Association Annual Meeting, August 2016. |
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Sanabria, Tanya Penner, Andrew M. Domina, Thurston |
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Failing at Remediation? College Remedial Coursetaking, Failure and Long-Term Student Outcomes Research in Higher Education published online (24 March 2020): DOI: 10.1007/s11162-020-09590-z. Also: https://link.springer.com/article/10.1007/s11162-020-09590-z Cohort(s): NLSY97 Publisher: Springer Keyword(s): College Degree; College Major/Field of Study/Courses; Grade Point Average (GPA)/Grades; Wage Determination Permission to reprint the abstract has not been received from the publisher. Colleges offer remedial coursework to help students enrolling in post-secondary education who are not adequately prepared to succeed in college-level courses. Despite the prevalence of remediation, previous research presents contradictory findings regarding its short- and long-term effects. This paper uses a doubly robust inverse probability weighting strategy to examine whether the degree completion and wage outcomes associated with remedial education vary by passing or failing remedial coursework. Using the NLSY Postsecondary Transcript-1997 data, we find that almost 30% of remedial course takers fail a remedial course. Students who took and passed their remedial coursework at both 2-year and 4-year colleges were more likely to graduate from college than similar students who did not take remediation. For both 2-year and 4-year college entrants, students who failed remedial coursework were less likely to obtain a bachelor's degree and, among degree receivers, took longer to graduate. Students who entered 2-year or 4-year colleges and who failed remedial coursework earned lower wages over time compared to similar students who never took remediation. Among 4-year college entrants, these wage differences seem to be explained completely by degree completion. However, wage differences for 2-year college entrants still remain after accounting for degree receipt. Our findings thus suggest that while many students may benefit from remedial education, a substantial number of students struggle with remedial coursework and fail to realize the intended benefits. |
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Bibliography Citation
Sanabria, Tanya, Andrew M. Penner and Thurston Domina. "Failing at Remediation? College Remedial Coursetaking, Failure and Long-Term Student Outcomes." Research in Higher Education published online (24 March 2020): DOI: 10.1007/s11162-020-09590-z.
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