Differential Effects of Corequisite Math Reforms: Examining Variation in Outcomes Across Race and Socioeconomic Status

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Abstract

Corequisite math coursework is a structural reform that places students directly into a college-level math course alongside a developmental support course, facilitating the accumulation of college-level math credits and expediting academic progress. Prior research suggests that participation in corequisite math improves college-level math completion. However, the specific student subgroups that benefit the most from this approach remain unclear. To address this gap and assist practitioners and policymakers in building effective corequisite math programs, more information is needed on outcome disparities across student subgroups. This study uses statewide administrative data from Texas and employs a regression discontinuity design to estimate the differentiated impact of corequisite math coursework on various student outcomes across race and socioeconomic status.

Authors

• Lauren Schudde, University of Texas at Austin

• Wonsun Ryu, University of Texas at Austin