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It surveys state responses that reduce or eliminate remedial math and discusses concerns that co-requisite models may still disadvantage the least prepared students. The article then outlines why a structured, supported co-requisite approach is considered and how Virginia’s VCCS curriculum restructuring led to creating MTH 155 to replace MTH 146.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/implementing-mth-155-statistical-reasoning-co-requisite/577192/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/implementing-mth-155-statistical-reasoning-co-requisite/577192.png","ImageObject",300,407,{"name":92,"@type":93},"Finn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article focus on implementing MTH 155 for statistical reasoning co-requisite remediation?","Question",{"text":112,"@type":113},"It addresses findings that many entering community college students are not ready for college-level mathematics and that traditional remedial sequences often have low completion rates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What alternatives to remedial math are discussed in the literature review?",{"text":117,"@type":113},"Several states are described as cutting remedial mathematics, making remedial classes optional, or shifting toward co-requisite remediation with increasing placement requirements.",{"name":119,"@type":110,"acceptedAnswer":120},"How does co-requisite remediation differ from removing remedial coursework entirely?",{"text":121,"@type":113},"Co-requisite remediation begins with a college-level course accompanied by support, enabling more students to pass while avoiding a “sink or swim” situation for those least prepared.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},577192,1792031225,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},34359740700684,"https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487","Inquiry: The Journal of the Virginia Community Colleges  \n\n| Volume 22 | Issue 2 | Article 5 |\n| --- | --- |\n\n10-10-2019  \nImplementing MTH 155: Statistical Reasoning Co-Requisite  \nPansy Waycaster, Virginia Highlands Community College, [pwaycaster@vhcc.edu](pwaycaster@vhcc.edu)  \nFollow this and additional works at: [https://commons.vccs.edu/inquiry](https://commons.vccs.edu/inquiry)  \n Part of the Higher Education Commons, and the Physical Sciences and Mathematics Commons  \nRecommended Citation  \nWaycaster, P. (2019). Implementing MTH 155: Statistical Reasoning Co-Requisite. Inquiry: The Journal of the Virginia Community  \nColleges, 22 (2). Retrieved from [https://commons.vccs.edu/inquiry/vol22/iss2/5](https://commons.vccs.edu/inquiry/vol22/iss2/5)  \nThis Article is brought to you for free and open access by Digital Commons @ VCCS. It has been accepted for inclusion in Inquiry: The Journal of the Virginia Community Colleges by an authorized editor of Digital Commons @ VCCS. For more information, please contact [tcassidy@vccs.edu](tcassidy@vccs.edu).  \nImplementing MTH 155: Statistical Reasoning Co-Requisite  \nCover Page Footnote  \nPaul Lee Development grant June 19, 2017  \nThis article is available in Inquiry: The Journal of the Virginia Community Colleges: https://commons.vccs.edu/inquiry/vol22/iss2/5  \nWaycaster: Implementing MTH 155: Statistical Reasoning Co-Requisite  \nIMPLEMENTING MTH 155: STATISTICAL REASONING CO-REQUISITE  \nPANSY WAYCASTER  \nINTRODUCTION  \nIn a recent report, The End of the Remedial Course, Mangan,(2019) has presented some disturbing facts about how mathematically unprepared students are for college. Nationally twothirds of entering community college students are found to be not ready for college-level  \nmathematics. A 2017 related report concluded that 96 percent of the two-year and four-year  \ncolleges surveyed enrolled students that were deemed unready for college-level work.  \nFurthermore, Mangan (2019) sites a Community College Research Center (CCRC) report finding  \nthat, of students referred to three levels of remedial math, only 17 percent completed the  \nsequence within three years. Consistent with these findings, May (2019) found that for the  \nacademic year 2016 cohort (new students) at Virginia Highlands Community College (VHCC),  \n36 percent took developmental mathematics courses and of these 14.4 percent successfully  \ncompleted a college-level mathematics course by the end of the next fall. So what is being done  \nto remedy this situation?  \nLITERATURE REVIEW  \nSeveral state institutions have responded to this low performance of the remedial students by cutting remedial mathematics courses entirely from their curriculum. Mangan (2019)  \nsummarizes these efforts.  \nPublished by Digital Commons @ VCCS, 2019 1  \nInquiry: The Journal of the Virginia Community Colleges, Vol. 22, Iss. 2 [2019], Art. 5  \n• The California State University system has eliminated all free-standing remedial courses, and next year the state’s entire community-college system will do the same.  \n• In 2015 Tennessee became the first state to drop remedial classes in favor of a statewide shift to co-requisite remediation.  \n• In 2013 Florida made remedial classes optional.  \n• For San Jacinto College in Texas, the days of putting students in sequences of up to three remedial courses are over. Currently, the State of Texas requires that 25 percent of students needing developmental education be placed in co-requite classes. Next year, this requirement jumps to 50 percent, and the following year to 75 percent.  \nIn response to these migrations from development mathematics courses Mangan (2019)  \nnotes some concerns for this trend.  \n• Goosen, Associate Vice-Chancellor for college preparatory at San Jacinto College in Texas (p. 7): Despite the fervor for co-requisite courses, they may not work for those who are least prepared.  \n• Kurlaender, professor of education policy at the University of California at Davis (p. 12): We","cbCaiqWrUcCw36ZM","https://ap.wps.com/l/cbCaiqWrUcCw36ZM","pdf",264372,14,"English","# Introduction\n# Literature Review\n# Overview","[{\"question\":\"Why does the article focus on implementing MTH 155 for statistical reasoning co-requisite remediation?\",\"answer\":\"It addresses findings that many entering community college students are not ready for college-level mathematics and that traditional remedial sequences often have low completion rates.\"},{\"question\":\"What alternatives to remedial math are discussed in the literature review?\",\"answer\":\"Several states are described as cutting remedial mathematics, making remedial classes optional, or shifting toward co-requisite remediation with increasing placement requirements.\"},{\"question\":\"How does co-requisite remediation differ from removing remedial coursework entirely?\",\"answer\":\"Co-requisite remediation begins with a college-level course accompanied by support, enabling more students to pass while avoiding a “sink or swim” situation for those least prepared.\"}]","Implementing MTH 155: Statistical Reasoning Co-Requisite | PDF",35]