The findings of CEPR's evaluation of the Tennessee SAILS math remediation program are reviewed in the following article by Inside HIgher Education.
A new study shows few student achievements from an innovative initiative in Tennessee that moved college math remediation back to high school.
Tennessee’s unique approach to preparing students for college by requiring them to take remedial math classes in high schools instead of college doesn’t lead to improved math skills, according to a study released today by Harvard University’s Center for Education Policy Research.
The researchers who have been studying the Tennessee Seamless Alignment and Integrated Learning Support program (SAILS) also found that it did not increase the likelihood of students passing college math once they were enrolled in the course.
“By moving the remedial course requirements to high school, the SAILS program increased the proportion of community college entrants taking college-level math, but only about half of students passed the course,” said Thomas Kane, faculty director of the center. “At least those students weren’t delayed by taking a remedial course, but the SAILS course didn’t improve students’ success in math.”