Resources on Corequisites

Resources on Corequisites

As the National Organization for Student Success’s (NOSS) Research Network Chair, I am working on compiling and updating a comprehensive list of references that pertain to the relatively recent reform termed corequisites. Please contact me if you would like a resource added to this list.

This resource list is designed as a tool for researchers and practitioners to understand the corequisite model, learn how they have been applied, and evaluate how effective they have been. For an overview and critique of corequisites and how they have been applied in institutions and states across the nation, please read this article.

NOSS Research Network core members: Stephanie Jarrett, Jacqueline Pena, and Britt Annalyse.

 

References

Adams, P., Gearhart, S., Miller, R., & Roberts, A. (2009). The accelerated learning program: Throwing open the gates. Journal of Basic Writing, 28(2), 50–69. http://files.eric.ed.gov/fulltext/EJ877255.pdf

Andrews, D. (2019). Predictors of community college students’ academic success in the corequisite model [Unpublished doctoral dissertation]. Georgia Southern.

Bailey, T. R., Bashford, J., Boatman, A., Squires, J., Weiss, M., Doyle, W., Valentine, J. C., LaSota, R., Polanin, J. R., Spinney, E., Wilson, W., Yeide, M., & Young, S. H. (2016). Strategies for postsecondary students in developmental education – A practice guide for college and university administrators, advisors, and faculty. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse. http://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_dev_ed_112916.pdf

Bailey, T. R., Jaggars, S. S., & Jenkins, D. (2015). Redesigning America’s community colleges: A clearer path to student success. Harvard Press. https://ccrc.tc.columbia.edu/publications/redesigning-americas-community-colleges.html

Banks, T., & Dohy, J. (2019). Mitigating barriers to persistence: A review of efforts to improve retention and graduation rates for students of color in higher education. Higher Education Studies, 9(1), 118–131. https://eric.ed.gov/?id=EJ1203738

Barshay, L. (2018, February 19). How to help students avoid the remedial ed trap. The Hechinger Report. https://hechingerreport.org/help-students-avoid-remedial-ed-trap/

Belfield, C. R., Jenkins, D., & Lahr, H. (2016). Is corequisite remediation cost effective? Early findings from Tennessee (CCRC Research Brief No. 62). Community College Research Center, Teachers College, Columbia University.  https://ccrc.tc.columbia.edu/media/k2/attachments/corequisite-remediation-cost-effective-tennessee.pdf

Cho, S. W., Kopko, E., Jenkins, D., & Jaggars, S. S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (CCRC Working Paper No. 53). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/ccbc-alp-student-outcomes-follow-up.pdf

Complete College America and the University System of Georgia. (2018). Fundamental features of corequisite learning support. University System of Georgia. https://www.usg.edu/curriculum/assets/curriculum/documents/FeatCoreqRemediationUpdated.pdf

Complete College America and the University System of Georgia. (2018). Transforming remediation. (2018). https://www.completegeorgia.org/content/transforming-remediation

Daugherty, L., Gomez, C. J., Carew, D. G., Mendoza-Graf, A., & Miller, T. (2018). Designing and implementing corequisite models of developmental education: Findings from Texas community colleges. RAND Corporation. https://www.rand.org/pubs/research_reports/RR2337.html

Denley, T. (2017). Co-requisite remediation full implementation 2015-16 (Tennessee Board of Regents Technical Brief No. 3). Tennessee Board of Regents. https://www.tbr.edu/sites/tbr.edu/files/media/2016/12/TBR%20CoRequisite%20Study%20-%20Full%20Implementation%202015-2016.pdf

Edgecombe, N., Jaggars, S. S., Xu, D., & Barragan, M. (2014). Accelerating the integrated instruction of developmental reading and writing at Chabot College (CCRC Working Paper No. 71). Community College Research Center, Teachers College, Columbia University. http://ccrc.tc.columbia.edu/media/k2/attachments/accelerating-integrated-developmental-reading-and-writing-at-chabot.pdf

Education Commission of the States. (2015, November 10). Core principles for transforming remediation within a comprehensive student success strategy: A joint statement. https://www.ecs.org/wp-content/uploads/core_principles_nov9.pdf

Fair, K. E. (2017). Effectiveness of a corequisite delivery model for developmental mathematics [Unpublished doctoral dissertation]. Eastern Kentucky University. https://search.proquest.com/docview/1973617882

Field, K. (2015, January 20). 6 years in and 6 to go, only modest progress on Obama’s college completion goal. The Chronicle of Higher Education. https://www.chronicle.com/article/6-Years-in6-to-Go-Only/151303

Hanford, E. (2016, August 16). Stuck at square one: College students increasingly caught in remedial education trap. American Public Media. https://www.apmreports.org/story/2016/08/18/remedial-education-trap

Hesser, T. L., & Gregory, J. L. (2016). Instructional support sessions in chemistry: Alternative to remediation. Journal of Developmental Education, 39(3), 22–28. https://files.eric.ed.gov/fulltext/EJ1130190.pdf

Important change in the ALP model. (2016, August 12). Accelerated Learning Program, Community College of Baltimore County. http://alp-deved.org/2016/08/important-change-in-the-alp-model/

Jaggars, S. S., & Bickerstaff, S. (2018). Developmental education: The evolution of research and reform. In M. B. Paulsen (Ed.), (2018). Higher education: Handbook of theory and research (pp. 469–503). Springer International Publishing.

Jaggars, S. S., Hodara, M., & Cho, S. W. (2014). Three accelerated developmental education programs. Community College Review, 43(1), 3–26. https://journals.sagepub.com/doi/10.1177/0091552114551752

Jenkins, D., & Bailey, T. (2017). Early momentum metrics: Why they matter for college improvement (CCRC Brief No. 65). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/early-momentum-metrics-college-improvement.pdf

Jenkins, D., Speroni, C., Belfield, C., Jaggars, S., & Edgecombe, N. (2010). A model for accelerating academic success of community college remedial English students: Is the accelerated learning program (ALP) effective and affordable? (CCRC Working Paper No. 21). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/remedial-english-alp-effective-affordable.pdf

Kane, T. J., Boatman, A., Kozakowski, W., Bennett, C., Hitch, R., & Weisenfeld, D. (2020). Is college remediation a barrier or a boost? Education Next, 20(2). https://www.educationnext.org/college-remediation-barrier-boost-evidence-from-tennessee/

Kashyap, U., & Mathew, S. (2017). Corequisite model: An effective strategy for remediation in freshmen level quantitative reasoning course. Journal of STEM Education, 18(2), 23–29. https://eric.ed.gov/?id=EJ1149407

Logue, A. W. (2018, July 17). The extensive evidence of co-requisite remediation’s effectiveness. Inside Higher Ed. https://www.insidehighered.com/views/2018/07/17/data-already-tell-us-how-effective-co-requisite-education-opinion

Logue, A. W., Douglas, D., & Watanabe-Rose, M. (2019). Corequisite mathematics remediation: Results over time and in different contexts. Educational Evaluation and Policy Analysis, 41(3), 294–315. https://journals.sagepub.com/doi/abs/10.3102/0162373719848777

Logue, A. W., Watanabe-Rose, M., & Douglas, D. (2016). Should students assessed as needing remedial mathematics take college-level quantitative courses instead? A randomized controlled trial. Educational Evaluation and Policy Analysis, 38(3), 578–598. https://journals.sagepub.com/doi/10.3102/0162373716649056

Miller, T., Daugherty, L., & Martorell, P. (2020). Assessing the effect of corequisite english instruction using a randomized controlled trial. American Institutes for Research. https://collegecompletionnetwork.org/sites/default/files/2020-05/ExpermntlEvidncCoreqRemed-508.pdf

Oklahoma State System of Higher Education. (2016). Corequisite at scale guidance. http://www.okhighered.org/complete-college-america/corequisite-at-scale-docs/corequisite-at-scale-guidance.pdf

Parker, S., Traver, A. E., & Cornick, J. (2018). Contextualizing developmental math content into introduction to sociology in community colleges. Teaching Sociology, 46(1), 25–33. http://journals.sagepub.com/doi/10.1177/0092055X17714853

Procknow, H., Deithoff, L., & Herd, V. (2018). Corequisite courses for developmental students at a large research university. Journal of College Academic Support Programs, 1(2), 9–16.

Ran, F. X., & Lin, Y. (2019). The effects of corequisite remediation: Evidence from a statewide reform in Tennessee (CCRC Working Paper No. 115). Community College Research Center, Teachers College, Columbia University. https://ccrc.tc.columbia.edu/media/k2/attachments/effects-corequisite-remediation-tennessee.pdf

Remediation: Higher education’s bridge to nowhere. (2012). Bill & Melinda Gates Foundation and Complete College America. https://postsecondary.gatesfoundation.org/wp-content/uploads/2014/10/CCA-Remediation-Bridge-to-No-Where.pdf

Rutschow, E. Z., & Mayer, A. K. (2018). Making it through: Early findings from a national survey of developmental education practices (CAPR Research Brief). Center for the Analysis of Postsecondary Readiness and MDRC. https://www.mdrc.org/sites/default/files/DCMP-InterimFindings.pdf

Sapp, S. B. (2018). Corequisite remediation in higher education mathematics: A community college perspective and experience [Unpublished doctoral dissertation]. Western Illinois University. https://search.proquest.com/docview/2171851966

Scaling co-requisite supports at the University of Central Arkansas: Perspective from a four-year higher education institution (Notes from the Field: Number 4). (2018). Charles A. Dana Center, The University of Texas at Austin. https://dcmathpathways.org/sites/default/files/resources/2018-05/1_Notes%20from%20the%20field_number%204_FINAL%5B1%5D.pdf

Scott-Clayton, J. (2012, April 20). Are college entrants overdiagnosed as underprepared? The New York Times Economix Blog. http://economix.blogs.nytimes.com/2012/04/20/are-college-entrants-overdiagnosed-as-underprepared/

Scott-Clayton, J. (2018, March 29). Evidence-based reforms in college remediation are gaining steam – and so far living up to the hype (Evidence Speaks Series). The Brookings Institute. https://www.brookings.edu/research/evidence-based-reforms-in-college-remediation-are-gaining-steam-and-so-far-living-up-to-the-hype/

Spanning the divide. (2016). Complete College America. http://completecollege.org/spanningthedivide/

Tran, T. M. (2016). Transforming corequisite remediation in the USG. University System of Georgia. http://apps1.seiservices.com/nces/ipeds2016/Agenda_Co-Requisite%20Remediation-Data%20as%20a%20Gateway%20to%20the%20Game%20Change_Tan%20Tran.pdf

Vandal, B. (2014). Promoting gateway course success: Scaling corequisite academic support. Complete College America. https://eric.ed.gov/?id=ED558791

Vandal, B. (2015). Core principles for transforming remediation. Complete College America. https://ccrscenter.org/sites/default/files/August-15-Bruce-Vandal.pdf

Vaughn, R. (2020). Examining student perceptions of reading and studying in Introductory Psychology: An action research project. Journal of College Literacy and Learning, 46, 45–70. https://www.researchgate.net/publication/334654381_Examining_Student_Perceptions_of_Reading_and_Studying_in_Introductory_Psychology_An_Action_Research_Project