@TechReport{iza:izadps:dp6358,
            	author={Pietro, Giorgio Di},
            	title={The Short-Term Effectiveness of a Remedial Mathematics Course: Evidence from a UK University},
            	year={2012},
	month={Feb},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={6358},
            	url={https://www.iza.org/index.php/publications/dp6358},
	abstract={Whilst in the US there is a growing debate about the effectiveness of remedial university courses, this issue is less questioned in the UK. Using a regression discontinuity approach and data from a large School of a post-1992 UK university, we estimate the effect of remediation on student outcomes. We find no evidence that attending a math remedial program improves student performance in the first year. This finding is consistent and complements that of a recent study by Lagerlöf and Seltzer (2009), which is based on data from a pre-1992 UK university. Taken together, these results may call for a review of the remediation policy offered at university level in the UK.},
	keywords={remedial mathematics;regression discontinuity design;student performance},
            }