A Cost-Effectiveness Analysis of Corequisite English Developmental Education: Evidence from a Randomized Controlled Trial in Texas Community Colleges
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| Title: | A Cost-Effectiveness Analysis of Corequisite English Developmental Education: Evidence from a Randomized Controlled Trial in Texas Community Colleges |
|---|---|
| Language: | English |
| Authors: | Jesse Cunha, Trey Miller, Megan Austin, Lindsay Daugherty, Paco Martorell |
| Source: | Education Finance and Policy. 2025 20(4):562-583. |
| Availability: | MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: journals-rights@mit.edu; Web site: http://www.mitpressjournals.org/loi/edfp |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Cost Effectiveness, Remedial Programs, Developmental Studies Programs, English Instruction, Community Colleges, Required Courses, College English, Community College Students |
| Geographic Terms: | Texas |
| DOI: | 10.1162/edfp_a_00443 |
| ISSN: | 1557-3060 1557-3079 |
| Abstract: | We estimate the cost effectiveness of corequisite English developmental education at community colleges compared with a traditional prerequisite pathway. Our context is a previously published randomized controlled trial that estimated the effects of three different approaches to English corequisites implemented in five Texas community colleges. The main drivers of differential costs across pathways and colleges are the number of credit and contact hours in each pathway, class sizes, and the type of faculty used to teach courses (adjunct or full-time). Corequisites are less expensive than prerequisite pathways in two colleges, they are roughly similar in two other colleges, and they are much more expensive in one college. Miller et al. (2022) find that corequisites induced more students to pass the required college-level English course in all colleges but find no impact on persistence in college. From students' point of view, corequisites should be preferred because tuition payments are lower, and they entail a higher likelihood of success. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488117 |
| Database: | ERIC |
| Abstract: | We estimate the cost effectiveness of corequisite English developmental education at community colleges compared with a traditional prerequisite pathway. Our context is a previously published randomized controlled trial that estimated the effects of three different approaches to English corequisites implemented in five Texas community colleges. The main drivers of differential costs across pathways and colleges are the number of credit and contact hours in each pathway, class sizes, and the type of faculty used to teach courses (adjunct or full-time). Corequisites are less expensive than prerequisite pathways in two colleges, they are roughly similar in two other colleges, and they are much more expensive in one college. Miller et al. (2022) find that corequisites induced more students to pass the required college-level English course in all colleges but find no impact on persistence in college. From students' point of view, corequisites should be preferred because tuition payments are lower, and they entail a higher likelihood of success. |
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| ISSN: | 1557-3060 1557-3079 |
| DOI: | 10.1162/edfp_a_00443 |
