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First, Do No Harm. But Can We Do Better? An Evaluation of a Statewide Developmental Education Reform. Working Paper No. 337-0326

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Title: First, Do No Harm. But Can We Do Better? An Evaluation of a Statewide Developmental Education Reform. Working Paper No. 337-0326
Language: English
Authors: Zeyu Xu, Ben Backes, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2026.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 66
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF)
William T. Grant Foundation
Contract Number: 2200895
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Program Evaluation, Educational Change, Developmental Studies Programs, Required Courses, Prerequisites, Remedial Mathematics, English Instruction, Community Colleges, Technical Institutes, Algebra, Gender Differences, Educational Benefits
Geographic Terms: Kentucky
Abstract: Research shows that the corequisite developmental education (DE) model outperforms the prerequisite model, largely by mitigating the negative effects of prerequisites on student outcomes. While this is an important first step, evidence is limited on whether corequisite DE has added value when compared to not requiring DE and, in math, whether the corequisite "effect" is in fact driven by pathway reforms that have typically accompanied the transition toward corequisite DE. We use data from the Kentucky Community and Technical College System (KCTCS) to describe a complex set of support options available to students depending on their academic readiness levels and chosen math pathways and, using a regression discontinuity approach, estimate the effects of having such support on first-year college outcomes. For students with very low initial skills in math and English, requiring a prerequisite course in addition to corequisites produces null or negative effects compared to corequisite DE alone. However, students with very low math skills benefit from taking corequisite non-college algebra courses, and students with relatively high initial English skills benefit from corequisite English. The corequisite benefits in math are concentrated among female students who took advantage of the pathway reforms to take and pass non-college algebra math courses, while the English benefits are more pronounced among male and part-time students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED681044
Database: ERIC
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  Data: First, Do No Harm. But Can We Do Better? An Evaluation of a Statewide Developmental Education Reform. Working Paper No. 337-0326
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  Data: <searchLink fieldCode="AR" term="%22Zeyu+Xu%22">Zeyu Xu</searchLink><br /><searchLink fieldCode="AR" term="%22Ben+Backes%22">Ben Backes</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29%22"><i>National Center for Analysis of Longitudinal Data in Education Research (CALDER)</i></searchLink>. 2026.
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: Research shows that the corequisite developmental education (DE) model outperforms the prerequisite model, largely by mitigating the negative effects of prerequisites on student outcomes. While this is an important first step, evidence is limited on whether corequisite DE has added value when compared to not requiring DE and, in math, whether the corequisite "effect" is in fact driven by pathway reforms that have typically accompanied the transition toward corequisite DE. We use data from the Kentucky Community and Technical College System (KCTCS) to describe a complex set of support options available to students depending on their academic readiness levels and chosen math pathways and, using a regression discontinuity approach, estimate the effects of having such support on first-year college outcomes. For students with very low initial skills in math and English, requiring a prerequisite course in addition to corequisites produces null or negative effects compared to corequisite DE alone. However, students with very low math skills benefit from taking corequisite non-college algebra courses, and students with relatively high initial English skills benefit from corequisite English. The corequisite benefits in math are concentrated among female students who took advantage of the pathway reforms to take and pass non-college algebra math courses, while the English benefits are more pronounced among male and part-time students.
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    Languages:
      – Text: English
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        PageCount: 66
    Subjects:
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Required Courses
        Type: general
      – SubjectFull: Prerequisites
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      – SubjectFull: Remedial Mathematics
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      – SubjectFull: English Instruction
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      – SubjectFull: Community Colleges
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      – SubjectFull: Technical Institutes
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      – SubjectFull: Algebra
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      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Educational Benefits
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      – SubjectFull: Kentucky
        Type: general
    Titles:
      – TitleFull: First, Do No Harm. But Can We Do Better? An Evaluation of a Statewide Developmental Education Reform. Working Paper No. 337-0326
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