Although early results from the shift to corequisite remediation have been promising, benefits have not been universal, and in some instances the implementation of corequisite models has led to unintended consequences such as higher gateway course failure rates. To reach students who are not benefitting from corequisite remediation, the field needs evidence on promising interventions and learning supports that can be embedded in corequisite remediation models.
This three-year study aims to fill that gap. It includes two phases of data collection at a subset of institutions in the Louisiana Community and Technical College System. The first phase, from fall 2024 to fall 2025, includes interviews and focus groups with faculty, staff, and students enrolled in English and math corequisites. Observations of corequisite classes are also being conducted to understand model features across campuses, how colleges design their corequisite courses, and what learning supports are being used to promote student success. The following research questions are guiding the qualitative data collection:
- What are the perceptions of college administrators, faculty, and staff (e.g., college advisors) of the shift to corequisite remediation?
- What curricular, pedagogical, and technological learning supports are colleges using in the context of corequisite courses?
- How do students’ backgrounds and identities shape their experiences of corequisite learning supports and their outcomes?
The second phase, from fall 2025 to spring 2026, focuses on rigorously evaluating a student support intervention designed to increase success in corequisites.
CCRC is partnering on the project with Matthew Giani of the University of Texas at Austin and Angela Boatman of Boston College.
Funding for this project is provided by Ascendium Education Group.
