Same Policy, Different Needs: Corequisite Variation and Placement Following Statewide Developmental Education Reform

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Implementation of State-Level Policy (Table 21)

Abstract

In 2017, Texas mandated corequisite education at all public postsecondary institutions under HB 2223. The state provided flexibility for implementing the legislation, resulting in many ways of delivering corequisites. With variations in corequisite structures and credit hour intensities, our research questions addressed course content, instruction, and course placement following the policy scale-up. Findings from this multi-site qualitative case study indicate non-course-based options (NCBOs) typically served students who needed less remediation, and course-based options often supported students who needed greater remediation, especially where greater credit hour intensities existed. Thus, different student and institutional needs under the same policy offer important considerations for maximizing developmental education reform.

Authors

• Holly Henning, Florida State University

• Morgan Danyi, Florida State University

• Toby Park-Gaghan, Florida State University

• Christine Mokher, Florida State University