First, Do No Harm. But Can We Do Better? An Evaluation of a Corequisite Reform

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division J - Section 2a: College Student Access, Trajectories, and Transitions Virtual Poster Session

Abstract

College readiness is a continuum, not a dichotomy. Multiple readiness cutoffs, combined with multiple math pathways, create a rich set of course options for community college students. We use data from the Kentucky Community and Technical College System (KCTCS) to describe student course selection patterns around various readiness cutoffs and estimate their effects on first-year college outcomes using regression discontinuity. For students with very low initial skills in math and English, requiring a prerequisite course produces null or negative effects. However, students with very low math skills benefit from taking corequisite non-college algebra courses. For students with relatively high initial skills, KCTCS’s policy has positive effects in both English (through mainstreaming) and math (through math pathway reforms).

Authors

• Zeyu Xu, American Institutes for Research

• Ben Backes, American Institutes for Research