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Corequisite Course Models in California Community Colleges: Implementation Variation and Challenges. EdWorkingPaper No. 25-1134

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Title: Corequisite Course Models in California Community Colleges: Implementation Variation and Challenges. EdWorkingPaper No. 25-1134
Language: English
Authors: Mark Duffy, Kri Burkander, Molly Pileggi, Annenberg Institute for School Reform at Brown University, Research for Action (RFA)
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 15
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A210286
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community Colleges, Prerequisites, Required Courses, Academic Support Services, Tutoring, Introductory Courses, English Instruction, Mathematics Instruction, College Mathematics
Geographic Terms: California
Abstract: As community colleges and systems move away from developmental education and encourage students to enroll in introductory, college-level coursework to complete their math and English requirements, it is critical to provide students with additional academic supports to help them succeed. One such model is the corequisite course, a model that offers a separate support lab to provide academic remediation. Drawing on mixed-methods data collected in a sample of community colleges as part of a larger study on the implementation and impact of AB 705 in California, this paper explores trends in the implementation of the corequisite model in terms of: (1) the prevalence of institutions offering course sections with corequisite support, (2) the variation in the implementation of the model, and (3) the challenges of implementation. We found that community colleges offered the corequisite model in only a small portion of introductory course sections. The level of corequisite model implementation may be due, in part, to the variation in the model and challenges of implementation as outlined in the paper.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED671083
Database: ERIC
FullText Text:
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  Data: As community colleges and systems move away from developmental education and encourage students to enroll in introductory, college-level coursework to complete their math and English requirements, it is critical to provide students with additional academic supports to help them succeed. One such model is the corequisite course, a model that offers a separate support lab to provide academic remediation. Drawing on mixed-methods data collected in a sample of community colleges as part of a larger study on the implementation and impact of AB 705 in California, this paper explores trends in the implementation of the corequisite model in terms of: (1) the prevalence of institutions offering course sections with corequisite support, (2) the variation in the implementation of the model, and (3) the challenges of implementation. We found that community colleges offered the corequisite model in only a small portion of introductory course sections. The level of corequisite model implementation may be due, in part, to the variation in the model and challenges of implementation as outlined in the paper.
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      – Text: English
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      – SubjectFull: Community Colleges
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      – SubjectFull: Prerequisites
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: College Mathematics
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      – SubjectFull: California
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