Does Corequisite Remediation Work for Everyone? An Exploration of Heterogeneous Effects and Mechanisms. EdWorkingPaper No. 24-928
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| Title: | Does Corequisite Remediation Work for Everyone? An Exploration of Heterogeneous Effects and Mechanisms. EdWorkingPaper No. 24-928 |
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| Language: | English |
| Authors: | Florence Xiaotao Ran, Hojung Lee, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| 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: | 58 |
| Publication Date: | 2024 |
| Sponsoring Agency: | William T. Grant Foundation |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Required Courses, Remedial Programs, Remedial Instruction, Program Effectiveness, Community College Students, Academic Achievement, Scores, Student Placement, Placement Tests, College Mathematics, College English, Potential Dropouts, Student Certification |
| Geographic Terms: | Tennessee |
| Abstract: | The landscape of developmental education has experienced significant shifts over the last decade nationwide, as more than 20 states and higher education systems have transitioned from the traditional prerequisite model to corequisite remediation. Drawing on administrative data from Tennessee community colleges from 2010 to 2020, this study examined the heterogeneous effects of corequisite reform for remediation-eligible students with varying levels of academic preparation. Using difference-in-differences and event study designs, we found that corequisite remediation significantly improved gateway and subsequent college-level course completion for students in all placement test score groups below the college-level threshold. For math, the positive effects on college-level course completion were stronger for higher-scoring remedial students than for those with lower placement test scores, whereas the pattern was reversed for English. However, since the corequisite reform, students requiring remediation were more likely to drop out of the public college system, and those with the lowest scores were less likely to earn short-term certificates. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672500 |
| Database: | ERIC |
| Abstract: | The landscape of developmental education has experienced significant shifts over the last decade nationwide, as more than 20 states and higher education systems have transitioned from the traditional prerequisite model to corequisite remediation. Drawing on administrative data from Tennessee community colleges from 2010 to 2020, this study examined the heterogeneous effects of corequisite reform for remediation-eligible students with varying levels of academic preparation. Using difference-in-differences and event study designs, we found that corequisite remediation significantly improved gateway and subsequent college-level course completion for students in all placement test score groups below the college-level threshold. For math, the positive effects on college-level course completion were stronger for higher-scoring remedial students than for those with lower placement test scores, whereas the pattern was reversed for English. However, since the corequisite reform, students requiring remediation were more likely to drop out of the public college system, and those with the lowest scores were less likely to earn short-term certificates. |
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