The Impact of Corequisite Math on Community College Student Outcomes: Evidence from Texas

2021 ◽  
pp. 1-45
Author(s):  
Akiva Yonah Meiselman ◽  
Lauren Schudde
Keyword(s):  
Community Colleges ◽  
Developmental Education ◽  
Degree Completion ◽  
Traditional Approach ◽  
Community College Student ◽  
College Level ◽  
Remedial Courses ◽  
College Student Outcomes ◽  
The Impact ◽  
Student Completion

Abstract Developmental education (dev-ed) aims to help students acquire knowledge and skills necessary to succeed in college-level coursework. The traditional prerequisite approach to postsecondary dev-ed—where students take remedial courses that do not count toward a credential—appears to stymie progress toward a degree. At community colleges across the country, most students require remediation in math, creating a barrier to college-level credits under the traditional approach. Corequisite coursework is a structural reform that places students directly into a college-level course in the same term they receive dev-ed support. Using administrative data from Texas community colleges and a regression discontinuity design, we examine whether corequisite math improves student success compared with traditional prerequisite dev-ed. We find that corequisite math quickly improves student completion of math requirements without any obvious drawbacks, but students in corequisite math were not substantially closer to degree completion than their peers in traditional dev-ed after 3 years.

Assistance or Obstacle? The Impact of Different Levels of English Developmental Education on Underprepared Students in Community Colleges

2016 ◽  
Vol 45 (9) ◽  
pp. 496-507 ◽  
Author(s):  
Di Xu
Keyword(s):  
Community Colleges ◽  
Developmental Education ◽  
Current Knowledge ◽  
Underprepared Students ◽  
College Level ◽  
Developmental Sequence ◽  
Critical Question ◽  
Course Work ◽  
The Impact ◽  
Different Levels

Developmental education is the most common approach used by community colleges to assist underprepared students for college-level course work. Yet there is limited evidence regarding this strategy on students assigned to the lowest level of the developmental sequence. This paper extends current knowledge on this critical question by examining the impacts of different levels of developmental reading and writing on students’ academic outcomes. The results suggest that the impacts are generally insignificant for students on the margin of needing developmental course work, yet the estimates are negative on students assigned to the lowest level of the developmental sequence. The results therefore support the increasing national push to reform these programs.

scholarly journals Development, Discouragement, or Diversion? New Evidence on the Effects of College Remediation Policy

2015 ◽  
Vol 10 (1) ◽  
pp. 4-45 ◽  
Author(s):  
Judith Scott-Clayton ◽  
Olga Rodriguez
Keyword(s):  
Degree Completion ◽  
Proficiency Test ◽  
Community College System ◽  
College Level ◽  
Remedial Courses ◽  
College Remediation ◽  
College System ◽  
Background Data ◽  
Alternative Hypotheses ◽  
New Evidence

Half of all college students will enroll in remedial coursework but evidence of its effectiveness is mixed. Using a regression-discontinuity design with data from a large urban community college system, we make three contributions. First, we articulate three alternative hypotheses regarding the potential impacts of remediation. Second, in addition to credits and degree completion we examine several underexplored outcomes, including initial enrollment, grades in subsequent courses, and post-treatment proficiency test scores. Finally, we exploit rich high school background data to examine impact heterogeneity by predicted dropout risk. We find that remedial assignment does little to develop students’ skills. But we also find little evidence that it discourages initial enrollment or persistence, except for a subgroup we identify as potentially misassigned to remediation. Instead, the primary effect of remediation appears to be diversionary: students simply take remedial courses instead of college-level courses. These diversionary effects are largest for the lowest-risk students.

scholarly journals An Empowerment Framework for Latinx Students in Developmental Education

2017 ◽  
Vol 11 (2) ◽  
pp. 133 ◽  
Author(s):  
Erin Doran
Keyword(s):  
Community Colleges ◽  
Developmental Education ◽  
Developmental Writing ◽  
College Level ◽  
Developmental Courses ◽  
Developmental Contexts

While developmental education in community colleges has the potential to prepare students for college-level work, its effectiveness and need is often questioned. Further, while Latinx students are overrepresented in developmental courses, there is a dearth of literature on their experiences in such courses and how to effectively serve their needs in developmental contexts. This article provides an overview of the literature related to Latinx students in developmental writing to point out areas that have been understudied and then introduces an Empowerment Framework for Latinx students, a model which combines a deeper understanding of language, power, and preparing Latinx students for college-level writing.

scholarly journals Equality, Efficiency, and Developmental Education Reform: The Impact of SB 1720 on the Mission of the Florida College System

2019 ◽  
Vol 48 (1) ◽  
pp. 55-76
Author(s):  
Amanda N. Nix ◽  
Tamara Bertrand Jones ◽  
Rebecca L. Brower ◽  
Shouping Hu
Keyword(s):  
Community Colleges ◽  
Education Reform ◽  
Developmental Education ◽  
Cost Savings ◽  
Community College Mission ◽  
College System ◽  
Democratic Equality ◽  
The Impact ◽  
Florida College ◽  
Florida College System

Objective: Community colleges have long made higher education more accessible to students from diverse academic backgrounds, particularly those who are academically underprepared and require remediation. In light of developmental education (DE) reform, our article answers the following questions: How do campus personnel articulate the unique mission of Florida’s state colleges, formerly known as community colleges? Furthermore, how do they perceive the mandates of reform to have shaped their ability to carry out this mission? Method: This work is based on an embedded case study of 10 Florida College System institutions. Qualitative data were gathered between 2014 and 2018 from 544 college presidents, administrators, faculty, staff through 92 focus groups and 8 interviews. Results: Campus personnel strongly affirmed the mission of the Florida Colleges System as one of democratic equality. However, many were concerned that DE reform, namely Senate Bill 1720, prioritized efficiency over equality in the pursuit of cost savings. Specifically, participants expressed frustration that reforms accelerated DE coursework to an unmanageable pace and ignored the presence of a digital divide. Opinions of DE reform improved in the 4 years following implementation, but some concern persisted. Contributions: Our findings highlight the centrality of democratic equality to the community college mission for campus personnel. They also suggest that equality and efficiency need not always be opposing goals in education reform. Finally, they call into question social policy that universally promotes accelerated and computer-based courses without considering that some students may require accommodations.

scholarly journals What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida’s Developmental Education Reform on Introductory College-Level Course Completion

2020 ◽  
Vol 49 (9) ◽  
pp. 656-666 ◽  
Author(s):  
Toby J. Park-Gaghan ◽  
Christine G. Mokher ◽  
Xinye Hu ◽  
Hayley Spencer ◽  
Shouping Hu
Keyword(s):  
Education Reform ◽  
Developmental Education ◽  
White Students ◽  
Interrupted Time Series ◽  
Course Completion ◽  
College Level ◽  
Passing Rates ◽  
The Impact ◽  
Racial Ethnic ◽  
Introductory College

Florida’s Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likely to enroll and pass introductory college-level courses in their 1st year of college, indicating that the reform may help to accelerate student success in college. Further, we find that Black and Hispanic students experience even greater gains in passing rates than White students, effectively narrowing the racial/ethnic achievement gap.

scholarly journals Degree Completion at British Columbia's Universities

1982 ◽  
Vol 12 (2) ◽  
pp. 43-57
Author(s):  
John D. Dennison ◽  
Glen C. Forrester ◽  
Gordon Jones
Keyword(s):  
Community Colleges ◽  
Secondary School ◽  
Transfer Students ◽  
Degree Completion ◽  
Completion Time ◽  
Female Students ◽  
Completion Rates ◽  
Academic Standing ◽  
The Impact ◽  
Better Than

This study investigated an important dimension of the performance of students in two of the universities in British Columbia. Specifically, it examined rates of degree completion, time taken to earn the degrees and the final academic standing attained by graduates. The study involved all students who enrolled between 1973 and 1978, both directly from secondary school and as transfer students from the community colleges in the province. Results were reported by faculty, by department in which students majored, and by sex. The results revealed wide variations by faculty and department. Furthermore, results were not consistent between the two universities concerned. For example, female students performed far better than males at one university but not at the other. Finally, the study exposed many differences in performances between direct entry and transfer students, but again, the differences varied by university and faculty. Finally, the study invited both speculation and further research on the reasons for the inconsistent results. Particular attention was drawn to the need to assess the impact of rising admission standards upon students' withdrawals, degree completion rates and final academic standing.

scholarly journals The Relationship Between Accelerated Dev-Ed Coursework and Early College Milestones: Examining College Momentum in a Reformed Mathematics Pathway

AERA Open ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 233285841982943 ◽  
Author(s):  
Lauren Schudde ◽  
Katherine Keisler
Keyword(s):  
Developmental Education ◽  
Course Completion ◽  
Early College ◽  
Developmental Math ◽  
College Level ◽  
Strong Positive Relationship ◽  
Using Data ◽  
Programs Of Study ◽  
The Impact ◽  
The Relationship

More than half of community college students fail to meet college-readiness standards in math. Developmental education (dev-ed) aims to help students acquire the knowledge and skills to succeed in college-level math but is plagued with low rates of advancement. We examined the impact of a model that accelerates developmental math coursework so that students can complete dev-ed and college math courses in their programs of study within 1 year. Using data from Texas and a propensity score matching approach, we tested the impact of the model on several college milestones. Results suggest that students in the accelerated model were more likely to persist and accumulate college-level credits during the 1st year than those in traditional dev-ed math. After 3 years, there was a strong positive relationship between participation in the accelerated model and important college milestones, like college math course completion and total accumulated college-level credits.

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