Remedial Math Goes to High School: An Evaluation of the Tennessee SAILS Program

High school students working on computers

Project Status: Past
Focus Area: Postsecondary Access & Success
Location: Tennessee

 

 

 

 

What are the short-term and long-term outcomes for students who participate in math “pre-remediation” as high-school seniors?

This is a study of senior-year math programs in Tennessee designed to “pre-remediate” students with low math achievement. This evaluation includes the SAILS (Seamless Alignment and Integrated Learning Support) Program, an innovative K-12 community college partnership that offers students a community college standards-aligned curriculum via a blended learning platform. By offering the equivalent of the college remedial math course to high school students during their senior year, SAILS allows students to simultaneously complete their fourth-year of high school math required for graduation while eliminating the need for remedial math coursework in college. 

Resources

2018

Kane, T. J., Boatman, A., Whitney Kozakowski, Bennett, C., Hitch, R., & Weisenfeld, D. (2018). Remedial Math Goes to High School: An Evaluation of the Tennessee SAILS Program.
Kane, T. J., Boatman, A., Whitney Kozakowski, Bennett, C., Hitch, R., & Weisenfeld, D. (2018). Remedial Math Goes to High School: An Evaluation of the Tennessee SAILS Program.
Kane, T. J., Boatman, A., Whitney Kozakowski, Bennett, C., Hitch, R., & Weisenfeld, D. (2018). Remedial Math Goes to High School: The Impact of the Tennessee SAILS Program (Policy Brief).
Kane, T. J., Boatman, A., Whitney Kozakowski, Bennett, C., Hitch, R., & Weisenfeld, D. (2018). Remedial Math Goes to High School: The Impact of the Tennessee SAILS Program (Policy Brief).

2015

Research Project Overview: The Study of Pre-College Math Remediation Programs in Tennessee. (2015). Center for Education Policy Research at Harvard University. .
Research Project Overview: The Study of Pre-College Math Remediation Programs in Tennessee. (2015). Center for Education Policy Research at Harvard University. .

People

Angela Boatman
Affiliated Researcher
Associate Professor of Higher Education
Boston College, Department of Educational Leadership and Higher Education
Angela Boatman

David Deming
Affiliated Researcher, SDP Fellowship Faculty Advisor, PIER Fellowship Faculty Mentor
Professor of Public Policy, Harvard Kennedy School
Director, Malcolm Wiener Center for Social Policy
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Claire Gogolen
Senior Project Manager, Mathematics Teaching and Teacher Learning program
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Thomas J. Kane
Faculty Director
Walter H. Gale Professor of Education and Economics, Harvard Graduate School of Education
Member, Yidan Prize Foundation Council of Luminaries
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News

Remedial Education Fixes Won't Cure Completion Crisis
Even Tennessee's promising remedial math reform does little to boost college completion, new study finds, calling for more effective models as part of suite of student success efforts. Remedial course work has long been viewed as a primary barrier to...

Why We Need to Rethink Remediation
CEPR Faculty Director Tom Kane and affiliated researcher Angela Boatman share their insights about CEPR's evaluation of the Tennessee SAILS math remediation program in the following Chronicle of Higher Education op ed. Rising tuition is not the only...

Few Gains for Students in Tenn. Remedial Education Program
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...

Featured Resource

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SAILS Research Report

 

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SAILS Policy Brief

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