How Academic Preparation Shapes College Students’ Own Success and the Success of Their Peers in Corequisite Courses: Evidence From Texas

• In Event: Building Bridges for Community College Success: Evaluating the Role of Policy, Funding, and Accreditation

Abstract

Students below college-ready tend to experience greater success in corequisite courses relative to traditional developmental education, but there are concerns about whether these courses meet the needs of the least prepared students. Using data from the population of Texas college students, this study explores the relationship between students' high school coursework and their performance in different types of corequisite courses. The findings indicate that no single corequisite type or intensity is consistently more effective at improving course-taking outcomes for the least prepared students. Additionally, a higher proportion of underprepared students in a class is associated with lower passing rates in developmental and introductory college-level courses, suggesting that peer dynamics play a crucial role in the effectiveness of corequisite education.

Authors

• Christine Mokher, Florida State University

• Toby Park-Gaghan, Florida State University