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Author: Saw, Guan
Resulting in 2 citations.
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Saw, Guan |
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Remedial Enrollment During the 1st Year of College, Institutional Transfer, and Degree Attainment Journal of Higher Education 90,2 (2019): 298-321. Also: https://www.tandfonline.com/doi/abs/10.1080/00221546.2018.1493668 Cohort(s): NLSY97 Publisher: Taylor & Francis Group Keyword(s): College Enrollment; College Major/Field of Study/Courses; Educational Attainment Permission to reprint the abstract has not been received from the publisher. 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. |
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Bibliography Citation
Saw, Guan. "Remedial Enrollment During the 1st Year of College, Institutional Transfer, and Degree Attainment." Journal of Higher Education 90,2 (2019): 298-321.
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Saw, Guan |
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Three Essays on Estimating the Effects of School and Student Improvement Interventions Ph.D. Dissertation, Michigan State University, 2016 Cohort(s): NLSY97 Publisher: ProQuest Dissertations & Theses (PQDT) Keyword(s): College Degree; College Major/Field of Study/Courses; Educational Attainment; Propensity Scores; Socioeconomic Status (SES) Permission to reprint the abstract has not been received from the publisher. The second chapter evaluates whether postsecondary remediation influences college persistence, transfer, and attainment, and if effects vary by racial and socioeconomic subgroups. Using data from the National Longitudinal Survey of Youth of 1997 (NLSY97), propensity score analysis results indicate that while remediation in only mathematics or only English has no impact on student outcomes, the effect of remediation in both subjects is positive for students who started postsecondary education in two-year colleges but it is negative for their four-year college counterparts. Sensitivity tests show that the estimates for four-year colleges are quite robust but they are less so for two-year colleges. Subgroup analyses reveal that in two-year colleges high-socioeconomic students benefited the most from remediation in the long run, whereas in four-year colleges remediation appears to hinder nonwhite and low-socioeconomic students from completing college. Findings suggest that postsecondary remediation plays a critical role in the social stratification process in higher education. |
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Bibliography Citation
Saw, Guan. Three Essays on Estimating the Effects of School and Student Improvement Interventions. Ph.D. Dissertation, Michigan State University, 2016. |