View in EDS

A Cost-Effectiveness Analysis of Corequisite English Developmental Education: Evidence from a Randomized Controlled Trial in Texas Community Colleges

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1488117
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Cost-Effectiveness Analysis of Corequisite English Developmental Education: Evidence from a Randomized Controlled Trial in Texas Community Colleges
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jesse+Cunha%22">Jesse Cunha</searchLink><br /><searchLink fieldCode="AR" term="%22Trey+Miller%22">Trey Miller</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Austin%22">Megan Austin</searchLink><br /><searchLink fieldCode="AR" term="%22Lindsay+Daugherty%22">Lindsay Daugherty</searchLink><br /><searchLink fieldCode="AR" term="%22Paco+Martorell%22">Paco Martorell</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Education+Finance+and+Policy%22"><i>Education Finance and Policy</i></searchLink>. 2025 20(4):562-583.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cost+Effectiveness%22">Cost Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Programs%22">Remedial Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Studies+Programs%22">Developmental Studies Programs</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Required+Courses%22">Required Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+English%22">College English</searchLink><br /><searchLink fieldCode="DE" term="%22Community+College+Students%22">Community College Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1162/edfp_a_00443
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1557-3060<br />1557-3079
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1488117
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1488117
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1162/edfp_a_00443
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 562
    Subjects:
      – SubjectFull: Cost Effectiveness
        Type: general
      – SubjectFull: Remedial Programs
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: English Instruction
        Type: general
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Required Courses
        Type: general
      – SubjectFull: College English
        Type: general
      – SubjectFull: Community College Students
        Type: general
      – SubjectFull: Texas
        Type: general
    Titles:
      – TitleFull: A Cost-Effectiveness Analysis of Corequisite English Developmental Education: Evidence from a Randomized Controlled Trial in Texas Community Colleges
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jesse Cunha
      – PersonEntity:
          Name:
            NameFull: Trey Miller
      – PersonEntity:
          Name:
            NameFull: Megan Austin
      – PersonEntity:
          Name:
            NameFull: Lindsay Daugherty
      – PersonEntity:
          Name:
            NameFull: Paco Martorell
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1557-3060
            – Type: issn-electronic
              Value: 1557-3079
          Numbering:
            – Type: volume
              Value: 20
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Education Finance and Policy
              Type: main
ResultId 1