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Using administrative data from Texas community colleges implementing a statewide corequisite mandate, the study examines how institutions structured corequisite courses and which course characteristics predicted outcomes. Mixed-ability college-level classes, more developmental-education credits, and using the same instructor across paired courses increase students’ odds of passing college-level math, while showing limited association with persistence over the long term.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the corequisite model discussed in the document?","Question",{"text":63,"@type":64},"Students concurrently enroll in college-level and developmental coursework, enabling them to earn college-level credits immediately while receiving structured support through a paired developmental education course.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which corequisite course design elements are linked to improved passing rates in college-level math?",{"text":68,"@type":64},"The document reports that mixed-ability college-level classes, higher credits for the developmental education corequisite support course, and using the same instructor for both the college-level and dev-ed courses increase students’ probability of passing.",{"name":70,"@type":61,"acceptedAnswer":71},"Do the identified course characteristics also predict long-term persistence?",{"text":72,"@type":64},"No. While certain design elements predict passing college-level math, the document notes they do not appear to predict long-term outcomes such as persistence.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590165,1792171000,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2022. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nConstructing Corequisites: How Community Colleges Structure Corequisite Math Coursework and the Implications  \nfor Student Success  \nWonsun Ryu  \nLauren Schudde  \nKim Pack  \nUniversity of Texas at Austin  \nStates and broad-access colleges are rapidly scaling corequisite coursework—a model where students concurrently enroll in college-level and developmental coursework—in response to dismal completion rates in traditional “developmental”sequences. At community colleges, evidence suggests that corequisite reforms can dramatically improve students’ completion of required college-level courses, but colleges often implement new programing and sequences with limited information. We analyzed administrative data from Texas community colleges implementing a statewide corequisite mandate. Our results illustrate (a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements—including mixedability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course—improve students’probability of passing college-level math, though these course design elements do not appear to predict long-term outcomes like persistence in college.  \nKeywords: community colleges, corequisite coursework, correlational analysis, descriptive analysis, developmental education, educational policy, higher education, postsecondary education, regression analyses  \nRoughly 60% of 2-year-college entrants do not meet college-readiness standards for college math (Bailey et al., 2010). These students are typically required to complete prerequisite developmental education (dev-ed) courses—which do not count toward a degree—before enrolling in introductory college courses. Because students placed into dev-ed are more likely to come from racially minoritized and lowersocioeconomic-status backgrounds, dev-ed, in its current form, appears to exacerbate inequities in academic outcomes (Bailey et al., 2010; Marshall & Leahy, 2020) . In response to dismal rates of dev-ed completion and calls for reform, states and college systems are adopting corequisite coursework: a model where students concurrently enroll in college-level and developmental coursework.  \nThe corequisite model enables students to earn collegelevel credits immediately while providing hands-on support through a paired dev-ed (or “corequisite”) course. Moving students through their dev-ed requirements and gateway math course can improve their momentum toward graduation (Adelman, 2006; Calcagno et al., 2007; Jenkins & Bailey, 2017; Wang et al., 2017). Inspired by promising evidence from early corequisite adopters across the country (e.g., Denley, 2015, 2016; Logue et al., 2016, 2019; Ran & Lin, 2019), there has been a recent flurry of dev-ed policy  \nreform toward corequisite coursework, where 24 states now include corequisite supports as a means to accelerate student access to college-level coursework (Education Commission of the States, 2021) . As a result, states and colleges across the country are rapidly replacing the traditional dev-ed sequence with corequisite coursework.  \nAs corequisite reforms proliferate, colleges must determine how to pair courses and which faculty should teach them. Despite evidence that corequisite models improve efficiency for completing introductory, or “gateway,” college-level courses (Logue et al., 2016, 2019; Meiselman & Schudde, 2021; Miller et al., 2021; Ran & Lin, 2019), some facu","cbCaidJgt5l59FQJ","https://ap.wps.com/l/cbCaidJgt5l59FQJ","pdf",526102,13,"English","# Literature Review\n## Background on Corequisites\n## Implications for Student Outcomes","[{\"question\":\"What is the corequisite model discussed in the document?\",\"answer\":\"Students concurrently enroll in college-level and developmental coursework, enabling them to earn college-level credits immediately while receiving structured support through a paired developmental education course.\"},{\"question\":\"Which corequisite course design elements are linked to improved passing rates in college-level math?\",\"answer\":\"The document reports that mixed-ability college-level classes, higher credits for the developmental education corequisite support course, and using the same instructor for both the college-level and dev-ed courses increase students’ probability of passing.\"},{\"question\":\"Do the identified course characteristics also predict long-term persistence?\",\"answer\":\"No. While certain design elements predict passing college-level math, the document notes they do not appear to predict long-term outcomes such as persistence.\"}]","Constructing Corequisites - How Community Colleges Structure Corequisite Math Coursework and the Implications for Student Success | PDF",1792068963,33]