Corequisite vs. Prerequisite Math Remediation in a K–12 Context

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  In Roundtable Session: Promoting STEM Education Through Policy and Practice (Table 33)

Abstract

This study presents evidence from a multiple regression discontinuity (RD) design comparison of remedial math interventions under the aegis of a research-practice partnership at an economically and racially diverse medium-sized high school district. This work explores a field-surfaced research question and provides insight into the relative impacts of assigning students to prerequisite (i.e., pre-algebra) versus corequisite (i.e., Algebra I plus a support class) remediation. This study uses course assignment cut scores to compare the effects of these strategies on academic (e.g., course progression) and non-academic (e.g., attendance) outcomes for six cohorts of students across their high school trajectories. Findings suggest that delaying access to high school math content until tenth grade reduces students’ future opportunities to enroll in advanced coursework.

Author

• Elizabeth Huffaker, University of Florida