CEPR's evaluation of the Tennessee SAILS math remediation program is featured in the following article by Diverse Issues in Higher Education.
A new Harvard University Center for Education Policy Research (CEPR) study on Tennessee’s Seamless Alignment and Integrated Learning Support (SAILS) math remediation program is raising questions on the benefits of remediation for college students.
Although the SAILS program places math remediation back into high schools and increased student perceptions on the usefulness and enjoyment of math, the study found that the program did not increase students’ math achievement or increase their likelihood of passing college-level math courses.
“That is the most frightening” finding of the study, said Dr. Thomas J. Kane, the Walter H. Gale Professor of Education and Economics and faculty director of CEPR. “We need to identify a more effective model of remediation. We cannot simply assume that it’s benefiting [students].”
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