Optimizing Corequisite Support Design: Instructional and Implementation Features Predicting Success in Gateway English and Math

• In Event: AERA Poster Session Wednesday 11:45am
  In Poster Session: Div J, Section 4 Poster Session 1

Abstract

As community colleges scale the corequisite model, a central question is how to design support courses to optimize student success in gateway English and mathematics. Using administrative and learning management system data from a statewide community college system, we examine how instructional and implementation features in corequisite support courses predict students’ gateway course success. To account for students opting into different courses, we use a college-by-course-by-semester fixed-effects model, comparing students in the same gateway course but different corequisite sections. Some recommended practices such as assigning the same instructor to both the support and gateway course were not associated with better student success. Findings underscore the contextual complexity of scaling corequisites and inform evidence‑based policy refinement for student equity.

Authors

• Hongjiao Li, University of California - Irvine

• XunFei Li, University of California - Irvine

• Di Xu, University of California - Irvine