Many states are redesigning their college remediation policies to increase postsecondary degree completion. In 2012, Tennessee began waiving college math remediation for high school students who completed a computer‐based remedial math course (SAILS) during their senior year. Using a regression discontinuity design, we find that the high school remedial course did not improve students' math achievement any more than the typical senior year math course (although it did allow students to avoid the cost and delay of remedial math in college). Using a difference‐in‐difference design, we find that completing SAILS boosted enrollment in college‐level math among first‐year community college students by nearly 30 percentage points, with nearly half of new enrollees passing the college‐level course. Such students had, however, only completed 1.5 additional college courses after two years. In 2015, Tennessee community colleges implemented “co‐requisite” remediation, allowing students to complete remediation alongside college‐level math. Under the co‐requisite policy, completing SAILS no longer produced any boost in college credits. Although both alternatives to pre‐requisite remediation produced modest gains for students and taxpayers, remediation requirements are not a primary driver of low degree completion rates.

中文翻译：

---

大学辅导是障碍还是助推器？来自田纳西州SAILS计划的证据

许多州正在重新设计其大学补救政策，以提高大专学历的完成率。2012年，田纳西州开始免除高中生的大学数学补习，这些高中生在高三时完成了计算机基础的补习数学课程（SAILS）。使用回归间断设计，我们发现高中补习课程不会比典型的高年级数学课程提高学生的数学成绩（尽管它确实使学生避免了大学补习数学的成本和延误）。使用差异设计，我们发现完成SAILS可以使一年级社区大学生的大学数学入学率提高近30个百分点，近一半的新入学者通过了大学课程。但是，这些学生仅完成了1。两年后再开设5门大学课程。2015年，田纳西州社区大学实施了“共同必备”补救措施，使学生可以完成大学水平数学的补救。根据共同条件政策，完成SAILS不会再增加大学学分。尽管先决条件补救的两种选择都为学生和纳税人带来了适度的收益，但补救要求并不是学位完成率低的主要驱动力。