The Impact of Corequisite Math on Community College Student Outcomes: Evidence from Texas

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dc.creatorMeiselman, Akiva Yonah
dc.creatorSchudde, Lauren
dc.date.accessioned2020-08-20T01:36:18Z
dc.date.available2020-08-20T01:36:18Z
dc.date.issued2020-08-19
dc.description.abstractDevelopmental education (dev-ed) aims to help students acquire knowledge and skills necessary to succeed in college-level coursework, but the traditional prerequisite approach to dev-ed—where students take courses that do not count toward a credential—appears to stymie progress toward a degree. Corequisite remediation is a structural reform that places students directly into a college-level course in the same term they receive dev-ed support. Using state administrative data from Texas community colleges and a regression discontinuity design, we examine whether taking corequisite math improves student success compared with traditional prerequisite dev-ed. We find that corequisite math quickly improves student completion of math requirements without any obvious drawbacks. Although additional follow-up may be necessary to understand long-term effects (given generally low degree attainment in the current follow-up window), we find that students in corequisite math were not substantially closer to degree completion than their peers in traditional dev-ed within 3 years.en_US
dc.description.departmentEconomicsen_US
dc.description.sponsorshipNational Science Foundation grant #1856720 (EHR/IUSE); Eunice Kennedy Shriver National Institute of Child Health and Human Development grant #P2CHD042849 (Population Research Center)en_US
dc.identifier.urihttps://hdl.handle.net/2152/82558
dc.identifier.urihttp://dx.doi.org/10.26153/tsw/9560
dc.language.isoengen_US
dc.relation.ispartofResearcher collectionsen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.restrictionOpenen_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectDevelopmental education, community college, corequisites, dev-ed reform, college math, higher education, policy analysis, regression discontinuityen_US
dc.titleThe Impact of Corequisite Math on Community College Student Outcomes: Evidence from Texasen_US
dc.typeArticleen_US

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