This paper evaluates the causal impact of enrolling in a standard pre‐calculus course on students’ performance in differential calculus and their broader university trajectories at an elite university in Bogotá, Colombia. Using a fuzzy Regression Discontinuity Design that exploits the SABER 11 mathematics score cutoff of 79—above which students are exempt from the pre‐calculus requirement—we compare outcomes for students near the threshold.

Inscripciones aquí