Better Together? The Effect of Corequisite Remediation in Tennessee Community Colleges
Millions of students arrive at higher education institutions, especially community colleges, only to find out that they could not take college-level classes that count toward their degrees right away. About 60 percent of entering community college students are referred to remedial education, but only 16 percent of these students complete a college-level math course within three years and just 34 percent of them obtain a credential within six years. There is mounting empirical evidence to suggest that traditional remediation delays and diverges students from taking college-level courses; it is often not effective in improving academic outcomes for underprepared students.
In light of this evidence, college systems are experimenting with reforms that compress developmental course sequences and accelerate students into college-level courses. In this session, researchers will describe outcomes from a study of one such reform: corequisite remediation, in which all entering students take college gateway courses and those who need additional help enroll in a concurrent course or lab offering just-in-time academic support.
Florence Xiaotao Ran, CCRC
Date and Time:
November 8, 2019
1:30 p.m. – 3 p.m.
Sheraton Denver Downtown | Governor’s Square 10