The short‐term effectiveness of a remedial mathematics course: Evidence from a UK university

dc.contributor.author	Di Pietro, Giorgio
dc.date.accessioned	2025-11-21T11:06:05Z
dc.date.available	2025-11-21T11:06:05Z
dc.date.issued	2014
dc.identifier.citation	Di Pietro, G. (2014), Effectiveness of a Remedial Mathematics Course in a UK University. The Manchester School, 82: 363-384. https://doi.org/10.1111/manc.12013	es
dc.identifier.issn	1463-6786
dc.identifier.uri	https://hdl.handle.net/20.500.12412/6923
dc.description.abstract	While there is growing debate in the USA about the effectiveness of remedial university courses, there have been fewer questions raised in the UK. Using a sharp regression discontinuity approach and data from a large School within a post-1992 UK university, we estimate the effect of remediation on student outcomes. We find no evidence that taking a math remedial course improves student performance in the first year. This finding is consistent and complements that of a recent study by Lagerlöf and Seltzer (2009, Journal of Economic Education, Vol. 40, pp. 115–136), which is based on data from a pre-1992 UK university.	es
dc.language.iso	eng	es
dc.title	The short‐term effectiveness of a remedial mathematics course: Evidence from a UK university	es
dc.type	article	es
dc.identifier.doi	10.1111/manc.12013
dc.issue.number	3	es
dc.journal.title	The Manchester School	es
dc.page.initial	363	es
dc.page.final	384	es
dc.rights.accessRights	embargoedAccess	es
dc.volume.number	82	es