[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583136-105":3,"doc-detail-583136-en":85,"detail-sidebar-cat-0-en-105":103},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","student-experiences-in-corequisite-courses-at-cuny-research-brief-july-2025","Student Experiences in Corequisite Courses at CUNY - Research Brief - July 2025","","Research Brief July 2025 examines student experiences in CUNY corequisite English and math courses as the system scales away from traditional prerequisite remediation. Drawing on focus groups with 57 students across three colleges, the brief compares corequisite course features such as embedded tutors, additional contact-hour distribution, and how students are sorted and supported. It identifies cross-model factors that improve experiences and factors that create challenges, and includes deeper discussion of one college’s adoption of the Accelerated Learning Program (ALP) model.",{"@graph":14,"@context":77},[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 & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-experiences-in-corequisite-courses-at-cuny-research-brief-july-2025/583136/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-experiences-in-corequisite-courses-at-cuny-research-brief-july-2025/583136.png","ImageObject",300,407,{"name":42,"@type":43},"\tJames","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"What is the core idea behind corequisite courses at CUNY?","Question",{"text":63,"@type":64},"Students who are not yet proficient in English or math are placed in college-level courses with additional contact hours and support, rather than being placed into remedial courses as a prerequisite.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did the study collect student input?",{"text":68,"@type":64},"The brief uses data from semi-structured focus groups with 57 students enrolled in corequisite English and math courses at three CUNY colleges during the 2023–24 academic year.",{"name":70,"@type":61,"acceptedAnswer":71},"Which corequisite course features does the brief compare across colleges?",{"text":72,"@type":64},"It compares how many corequisite courses are offered, how students are sorted (including ALP vs. non-ALP arrangements), how additional contact hours are distributed, and how remedial support is integrated (just-in-time vs. front-loaded).",{"name":74,"@type":61,"acceptedAnswer":75},"What does the brief highlight beyond cross-model factors?",{"text":76,"@type":64},"It includes a deeper look at one college’s adoption of the Accelerated Learning Program (ALP) model and provides key takeaways for community colleges implementing corequisite courses.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},583136,1792190703,{"code":4,"msg":86,"data":87},"success",{"doc_id":83,"user_id":88,"nickname":42,"user_avatar":89,"doc_module":4,"category_id":90,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":91,"file_id":92,"file_url":93,"file_type":94,"file_size":95,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":96,"language":97,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":98,"faqs":99,"seo_title":100,"seo_description":12,"update_tm":101,"read_time":102,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research Brief \\ July 2025  \nStudent Experiences in Corequisite Courses at CUNY  \nSelena Cho, Andrea Lopez Salazar, and Julia Raufman  \nA significant body of research shows that corequisite courses are more effective at supporting student success in gateway English and math courses than prerequisite developmental courses (Logue et al., 2019; Mejia et al., 2019; Miller et al., 2021; Park-Gaghan et al., 2021) . As the field increasingly shifts to adopt and expand corequisites, questions remain about how to design and structure corequisites to best support student success. In the fall of 2019, the City University of New York (CUNY) set fall 2022 asthe deadline for phasing out traditional prerequisite remediation and scaling corequisite remediation. CUNY’s Office of Academic Affairs (OAA) provided guidance on corequisite reform, including a limit on contact hours and requirements for college credit awarded, but it did not impose a specific corequisite model; rather, its policy allowed colleges to determine how best to offer corequisite courses on their campuses. Therefore, CUNY colleges’corequisite models varied, providing a rich context to explore how different corequisite course features influence students’ experiences.  \nAt the start of 2023, CCRC began a partnership with CUNY on a study to explore the first year of full-scale implementation of corequisite courses in the CUNY system. CUNY OAA, which had been more prescriptive about reforms in the past, wanted to know how CUNY institutions were taking advantage of the flexibility of the corequisite reform to devise corequisite models that would best serve their students and their institutional context, as well as what lessons were emerging at the colleges. CUNY OAA hoped colleges would feel comfortable sharing their experiences with CCRC as an independent evaluator and that the resulting research study would elevate corequisite implementation and scaling practices that other institutions could learn from. By examining how different CUNY colleges structured their corequisite courses and managed the transition to fully scaled corequisite courses, this study aimed to grow the field’s understanding of factors critical to the implementation and scaling of corequisite courses, including how students, faculty, and staff experienced the changes. The research was designed in two phases: The first phase focused  \nCAPR \\ Center for the Analysis of Postsecondary Readiness  \non the experiences and perceptions of faculty, administrators, and staff (Fay et al., 2024); the second phase focused on the experiences and perceptions of students in varied corequisite course contexts. This brief presents findings from the second phase.  \nWe draw on data from focus groups with 57 students enrolled in corequisite English and math courses at three CUNY colleges to share student perspectives on various features of corequisite courses. We conducted semi-structured focus group discussions in academic year 2023-24 . The students in our sample represent a wide range of demographic characteristics and programs of study. In this brief, we provide an overview of the corequisite models at the three CUNY colleges, and then we share three factors that improved students’ experiences in corequisite courses and three factors that presented challenges for students. We also dive deeper into one college’sadoption of the Accelerated Learning Program (ALP) model. Finally, we share key takeaways and considerations for community colleges implementing corequisite courses.  \nCorequisite Course Features  \nThe fundamental idea behind corequisite courses is that students who are not yet proficient in English or math are placed in college-level courses with additional contact hours and support, as opposed to placement in remedial courses as a prerequisite to college-level coursetaking. Corequisite course models varied across the three colleges in our study and varied even between English and math courses within colleges. Table 1 s","cbCainL4m9YRnIge","https://ap.wps.com/l/cbCainL4m9YRnIge","pdf",282234,12,"English","# Corequisite Course Models and Policy Context\n## Corequisite Course Features\n# Student Experiences Across Models\n## Factors That Improve Experiences\n## Factors That Present Challenges\n# Deep Dive: Accelerated Learning Program (ALP)\n# Key Takeaways and Considerations","[{\"question\":\"What is the core idea behind corequisite courses at CUNY?\",\"answer\":\"Students who are not yet proficient in English or math are placed in college-level courses with additional contact hours and support, rather than being placed into remedial courses as a prerequisite.\"},{\"question\":\"How did the study collect student input?\",\"answer\":\"The brief uses data from semi-structured focus groups with 57 students enrolled in corequisite English and math courses at three CUNY colleges during the 2023–24 academic year.\"},{\"question\":\"Which corequisite course features does the brief compare across colleges?\",\"answer\":\"It compares how many corequisite courses are offered, how students are sorted (including ALP vs. non-ALP arrangements), how additional contact hours are distributed, and how remedial support is integrated (just-in-time vs. front-loaded).\"},{\"question\":\"What does the brief highlight beyond cross-model factors?\",\"answer\":\"It includes a deeper look at one college’s adoption of the Accelerated Learning Program (ALP) model and provides key takeaways for community colleges implementing corequisite courses.\"}]","Student Experiences in Corequisite Courses at CUNY - Research Brief - July 2025 | PDF",1792045979,30,{"code":4,"msg":86,"data":104},[105,109,113,117,121,126,131,133,138,141,145],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},"Comic",60,"comic",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},6,"Technology",50,"technology",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":129,"slug":130},7,"Healthcare",40,"healthcare",{"id":90,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":102,"slug":132},"research-report",{"id":134,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":136,"slug":137},9,"Religion & Spirituality",20,"religion-spirituality",{"id":136,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":136,"slug":140},"World Cup","world-cup",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":142,"slug":144},10,"Lifestyle","lifestyle",{"id":146,"doc_module":4,"doc_module_name":25,"category_name":147,"show_sort_weight":55,"slug":148},19,"General","general"]