How Does Corequisite Remediation Change Student Experiences? Results from a Randomized Study in Five Texas Community Colleges
Mar 24, 2021
In this report, researchers use data from a randomized control trial at five community colleges in Texas to examine contrasts in student experiences between college students who were assigned either to corequisite remediation or to standalone developmental education courses in eight areas, such as early opportunities to make progress with college coursework, rigor of coursework and expectations, and opportunities for peer learning.
Until recently, many colleges provided academic support to students by requiring students to complete one or more developmental education courses in a subject area before they could enroll in college-level coursework. As early as 2010, research indicated that very few students were making it out of these developmental education courses and into credit-bearing coursework.
Colleges have been experimenting with new approaches that accelerate students into college courses. In this study, researchers focus on one of these approaches to acceleration: corequisite remediation. Corequisite remediation requires that students who are identified as requiring additional academic support be placed immediately into a college course while receiving aligned academic support during that same semester.
Research has shown that corequisite remediation has positive impacts on academic outcomes relative to the traditional approach of requiring students to take developmental education courses. However, little is known about how student experiences differ in corequisite remediation relative to developmental education courses.
In this report, researchers use data from a randomized control trial at five community colleges in Texas to examine contrasts in student experiences between college students who were assigned either to corequisite remediation or to standalone developmental education courses. Researchers examined eight areas: (1) early opportunities to make progress, (2) intensity and compression of academic practice, (3) rigor of coursework and expectations, (4) alignment of academic remediation with college coursework, (5) opportunities for student-centered learning, (6) opportunities for peer learning, (7) support for success skills (e.g., study skills, social and emotional competencies), and (8) exposure to stigma.