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Does Corequisite Remediation Work for Everyone? An Exploration of Heterogeneous Effects and Mechanisms

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Title: Does Corequisite Remediation Work for Everyone? An Exploration of Heterogeneous Effects and Mechanisms
Language: English
Authors: Florence Xiaotao Ran, Hojung Lee
Source: Education Finance and Policy. 2025 20(4):534-561.
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: 28
Publication Date: 2025
Document Type: Journal Articles
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
DOI: 10.1162/edfp_a_00451
ISSN: 1557-3060
1557-3079
Abstract: The landscape of developmental education has experienced significant shifts over the last decade nationwide, as more than twenty 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, we 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: EJ1488194
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Florence+Xiaotao+Ran%22">Florence Xiaotao Ran</searchLink><br /><searchLink fieldCode="AR" term="%22Hojung+Lee%22">Hojung Lee</searchLink>
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  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
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
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  Data: The landscape of developmental education has experienced significant shifts over the last decade nationwide, as more than twenty 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, we 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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        Value: 10.1162/edfp_a_00451
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 534
    Subjects:
      – SubjectFull: Required Courses
        Type: general
      – SubjectFull: Remedial Programs
        Type: general
      – SubjectFull: Remedial Instruction
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Community College Students
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Scores
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      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Placement Tests
        Type: general
      – SubjectFull: College Mathematics
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      – SubjectFull: College English
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      – SubjectFull: Potential Dropouts
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      – SubjectFull: Student Certification
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      – SubjectFull: Tennessee
        Type: general
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      – TitleFull: Does Corequisite Remediation Work for Everyone? An Exploration of Heterogeneous Effects and Mechanisms
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