Does Corequisite Remediation Work for Everyone? (2024)

This study by Florence Xiaotao Ran and Hojung Lee from the University of Delaware explores the heterogeneous effects of corequisite remediation for students with varying levels of academic preparation. Using administrative data from Tennessee community colleges from 2010 to 2020, the research evaluates the impact of transitioning from traditional prerequisite remediation to corequisite models.

Main Takeaways:

• Overall Effectiveness of Corequisite Remediation:

  • Improved Course Completion: Corequisite remediation significantly increased the completion rates of gateway math and English courses within one year for all students below the college-level threshold.
  • Subject-Specific Differences: Higher-scoring remedial students saw more substantial improvements in math, while lower-scoring students benefited more in English.

• Long-Term Outcomes:

  • Mixed Results on Persistence and Credentials: While corequisite remediation led to higher immediate course completion, it did not significantly improve long-term credit accumulation or transfer rates to four-year institutions. Students in corequisite models were more likely to drop out and less likely to earn short-term certificates.
  • Credential Completion: Lower-scoring students were particularly less likely to complete any credential within three years.

• Mechanisms of Corequisite Impact:

  • Reduced Delays: The corequisite model reduced the delays caused by the traditional prerequisite sequences, allowing students to enroll directly in college-level courses with concurrent support.
  • Heterogeneous Peer Effects: Mixed academic readiness in classrooms led to varied peer effects, with lower readiness students benefiting less from being in more academically diverse environments.

• Policy Implications and Recommendations:

  • No One-Size-Fits-All Solution: The findings suggest that corequisite remediation should be tailored to accommodate different levels of student preparedness. Enhanced support, such as tutoring and academic counseling, is crucial for the lowest-scoring students.
  • Curriculum Design: Colleges may need to adopt alternative structures for corequisite support, such as focusing on fundamental skills in the first half of the semester and transitioning to college-level content in the second half.