One explanation for negative or null findings in prior research on postsecondary remediation is that college may be too late to address issues of academic under-preparedness. This study evaluates the impact on student outcomes when college math remediation is offered in the senior year of high school. The Seamless Alignment and Integrated Learning Support (SAILS) program in Tennessee targets students with low 11th grade ACT math scores. Students who pass SAILS in 12th grade can enroll directly in college-level math courses at any Tennessee community college. Using a triple-difference design, we exploit variation in students' treatment status based on ACT math scores (remediation-eligible vs. remediation-ineligible), high school adoption of SAILS (first cohort vs. later cohort), and senior year (before vs. during first SAILS year). We find that SAILSeligible students in the first cohort were significantly less likely to enroll in remedial math courses in college, and more likely to enroll in and pass college-level math overall. These students also earn 2.8 additional credits by their second year. We detect no significant differences in high school graduation rates, college enrollment, or postsecondary credential attainment within two years. The program advanced progress towards several, but not all, of the potential goals examined.

中文翻译：

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时间的转变：将数学矫正从大学转移到高中的学术效果

先前关于中学后补救研究的负面结果或无效结果的一种解释是，大学可能为时已晚，无法解决学术准备不足的问题。这项研究评估了高中三年级提供大学数学辅导时对学生成绩的影响。田纳西州的“无缝对接和集成学习支持（SAILS）”计划针对ACT数学成绩低于11年级的学生。在12年级通过SAILS的学生可以直接在任何田纳西州社区大学注​​册大学水平的数学课程。使用三差异设计，我们根据ACT数学成绩（符合补救条件和不符合补救条件），SAILS的高中录取率（第一个队列与后一个队列）和高年级（之前）来利用学生的治疗状况变化与第一年的SAILS相比）。我们发现，第一批符合SAIL资格的学生在大学学习补习数学课程的可能性大大降低，并且总体上参加并通过大学水平数学的可能性更大。这些学生到第二年还将获得2.8个学分。我们发现两年内高中毕业率，大学入学率或大专学历证书的获得没有显着差异。该计划已朝着一些但并非全部的潜在目标前进。或两年内获得大专文凭。该计划已朝着一些但并非全部的潜在目标前进。或两年内获得大专文凭。该计划已朝着一些但并非全部的潜在目标前进。