The Impacts and Experiences of Corequisite Remediation for Latino Students.
Saved in:
| Title: | The Impacts and Experiences of Corequisite Remediation for Latino Students. |
|---|---|
| Authors: | Coca, Vanessa (AUTHOR), Daugherty, Lindsay (AUTHOR), Miller, Trey (AUTHOR) |
| Source: | Journal of Higher Education. 2025, Vol. 96 Issue 3, p461-484. 24p. |
| Subjects: | Hispanic American students, Remedial teaching, College curriculum, Educational equalization, Developmental programs, Student engagement, Randomized controlled trials, Academic support programs |
| Geographic Terms: | United States |
| Abstract: | Many colleges across the United States are scaling corequisite remediation, an approach that places developmental education students directly into college-level courses with supplementary, aligned academic support. We conducted a randomized control trial in five colleges with ethnic diversity, offering a unique opportunity to examine the benefits of corequisite remediation for Latino students. Latino students represent a large portion of the U.S. college student population and are overrepresented among developmental education participants. We found positive impacts on college-level English course completion for Latino and non-Latino students when randomized to corequisites, and estimates suggest that Latino students saw larger benefits. Further, Latino students in corequisites were less likely to report feeling academically overwhelmed and/or bored relative to their Latino peers in traditional developmental education courses. This evidence suggests that corequisites can support improved academic success and potentially help to address gaps between Latino and non-Latino students in early college course completion. On the other hand, we found some evidence of less frequent Latino student engagement in discussions and asking questions relative to non-Latino students in corequisites (a pattern not observed in traditional developmental education courses), so it may be important to ensure that corequisite classrooms are inclusive and encourage broad student participation. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Many colleges across the United States are scaling corequisite remediation, an approach that places developmental education students directly into college-level courses with supplementary, aligned academic support. We conducted a randomized control trial in five colleges with ethnic diversity, offering a unique opportunity to examine the benefits of corequisite remediation for Latino students. Latino students represent a large portion of the U.S. college student population and are overrepresented among developmental education participants. We found positive impacts on college-level English course completion for Latino and non-Latino students when randomized to corequisites, and estimates suggest that Latino students saw larger benefits. Further, Latino students in corequisites were less likely to report feeling academically overwhelmed and/or bored relative to their Latino peers in traditional developmental education courses. This evidence suggests that corequisites can support improved academic success and potentially help to address gaps between Latino and non-Latino students in early college course completion. On the other hand, we found some evidence of less frequent Latino student engagement in discussions and asking questions relative to non-Latino students in corequisites (a pattern not observed in traditional developmental education courses), so it may be important to ensure that corequisite classrooms are inclusive and encourage broad student participation. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00221546 |
| DOI: | 10.1080/00221546.2024.2362556 |
