Research Brief Supplement - Student Survey Data for the Fall 2021 and Spring 2022 Semesters

Oct 15, 2026

Uploaded by Rhys

Research Brief Supplement summarizes student survey results from CRDC colleges during the Fall 2021 and Spring 2022 semesters, focusing on experiences with corequisite remediation models. It describes support and embedded corequisite course structures and explains survey distribution procedures and response timing. Although participation was lower than expected, response patterns show high reported engagement and frequent agreement with statements about comfort asking questions and seeking help. Results also highlight favorable perceptions of tests, quizzes, instructional materials, and faculty instruction across support courses.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Overview

Corequisite course models and survey distribution

Survey timing and response patterns

Corequisite Course Enrollment: Fall 2021

Survey sample and course type breakdown

Supplement Table 1: Enrollment by college

Research Brief Supplement \ September 2023 Student Survey Data for the Fall 2021 and Spring 2022 Semesters A Supplement to “Lessons from the Dana Center’s Corequisite Research Design Collaborative Study” Oscar Cerna, Vivianna Plancarte, Julia Raufman, Jorge Mahecha-Rodriguez, with Ellen Wasserman Overview Corequisite remediation involves placing students who have been designated as underprepared directly into college-level courses with concurrent supports—such as in-class tutoring, online learning labs, or a supplemental class—rather than making them take non-credit-bearing developmental courses first. There are multiple corequisite course models; the Corequisite Research Design Collaborative (CRDC) colleges used a support corequisite model and an embedded corequisite model. The support corequisite model involved enrolling corequisite students in a college-level math or English course that also included students who placed out of developmental education; the corequisite students were also enrolled in a separate, supplementary support course that was offered before, after, or on different days than the college-level course. Students conceptualized these as two courses paired together. The support courses had smaller class sizes and they provided students additional time to become familiar with the content taught in their paired college-level courses. The embedded corequisite model involved enrolling the same group of students (or a cohort) in a college-level course and CAPR \ Center for the Analysis of Postsecondary Readiness a developmental course that were taught back to back; this combination of courses is referred to as an “embedded course” in this supplement. Students conceptualized these back-to-back courses as a single course.1 During the fall 2021 and spring 2022 semesters, a student survey was distributed to every CRDC college except Houston Community College, which is located in Texas.2 The other three CRDC colleges—Fond du Lac Tribal and Community College (FDLTCC), St. Cloud Technical and Community College (SCTCC), and St. Cloud State University (SCSU)—are located in Minnesota. The survey was intended to evaluate students’ experiences in their corequisite courses. The three colleges that were surveyed offered corequisite math courses in spring and fall; only one college, Fond du Lac, offered corequisite English courses both semesters. All three colleges used the support corequisite model; St. Cloud Technical and Community College also used an embedded corequisite model. To distribute the survey, the Community College Research Center and MDRC researchers first gave the student survey and email recruitment language to the CRDC faculty liaisons, who passed them to corequisite instructors. The instructors then emailed the survey to all students who were enrolled in corequisite courses that semester. During the fall 2021 semester, the survey was active for three weeks in December. During the spring 2022 semester, the survey was available for a longer period of time—from March to May—because initial response rates were low. The fall 2021 and spring 2022 student surveys collected 171 responses (108 in the fall and the remaining 63 in the spring) . While participation levels in the survey were lower than expected, particularly in the spring of 2022, the data that were collected show a pattern of homogeneity in responses that is worth highlighting, despite it not being generalizable to the whole population of students in both corequisite models. This pattern of homogeneity can be seen in the responses to survey questions on course experiences and perceived course difficulty. It shows that most students felt comfortable engaging in class and seeking help from instructors. The percentage of students who agreed with statements related to different aspects of class engagement—such as feeling comfortable asking questions, responding to questions even when unsure of the answer, engaging with faculty, and worki

FAQs

What corequisite remediation approach is described in the supplement?

Underprepared students are placed directly into college-level courses with concurrent supports, rather than entering non-credit developmental courses first. The supplement compares support corequisite and embedded corequisite models.

How were student surveys distributed and when were they available?

CRDC and MDRC researchers gave surveys and recruitment language to faculty liaisons, who shared them with corequisite instructors. Instructors emailed surveys to enrolled students; the Fall 2021 survey ran for three weeks in December, while Spring 2022 ran from March to May due to low initial response rates.

What does the survey indicate about student engagement?

Most students reported feeling comfortable engaging in class and seeking help from instructors. Agreement with statements about engagement frequently exceeded 80%, with students generally more comfortable in support courses than in paired college-level courses.

Oct 15, 2026

Uploaded by Rhys