Developmental Change: Strategies for Scaling Up Statewide Corequisite Education Reform

• In Event: Interrogating Organizational Change and Reform in Postsecondary Education

Abstract

Texas House Bill 2223 was passed in 2017 and required a gradual scale up to 100% corequisite models for developmental education in math and integrated reading and writing by fall 2021. Under this legislation, institutions were afforded considerable autonomy in how to implement corequisite instruction, allowing institutional leaders to explore various means of supporting student success. In this study, we evaluate the degree to which institutions utilized the three strategies for scaling change (deliberation and discussion, external supports, and networks) to support the implementation of HB 2223.

Authors

• Kiaira McCoy, Florida State University
  Presenting Author

• Holly Henning, Florida State University
  Presenting Author

• Hollie Daniels, Community College Research Center
  Presenting Author

• Christine Mokher, Florida State University
  Presenting Author

• Toby Park-Gaghan, Florida State University
  Presenting Author