One by One or Side by Side? Student Success and Different Corequisite Developmental Education Models

• In Event: Exploring the Role and Impact of State- and System-Level Policies

Abstract

A growing body of evidence suggests that traditional developmental education models where students complete upwards of three terms of developmental courses prior to enrolling in introductory college-level courses is ineffective and inefficient. Instead, corequisite models where students complete developmental requirements and college-level courses in the same term are becoming increasingly popular and have been shown to increase student success. In this paper, we probe deeper into the corequisite courses themselves to explore variation in student success. Under recent legislation in Texas, individual institutions can decide how to offer corequisite course options in terms of both structure and intensity. This paper explores how these differences in structure and intensity are related to student success.

Authors

• Toby Park-Gaghan, Florida State University
  Presenting Author

• Christine Mokher, Florida State University
  Non-Presenting Author