The Strengths and Challenges of Corequisite Developmental Education in Texas

Researchers at the Center for Postsecondary Success at Florida State University break down their study on how institutions implemented corequisites and statewide student outcomes in light of HB 2223 and examine the relationships between corequisite intensity, structure, and student success in passing developmental courses and accumulating credits in the first year.

Three Compatible Reforms for Increasing College Success: Corequisite Math Remediation, Dana Center Mathematics Pathways, and Guided Pathways

Alexandra Logue, a research professor at the City University of New York, discusses three curricular innovations taking place at community colleges and how they can be used together to provide comprehensive reform that maximizes student success.

The Next Frontier in Guided Pathways: Linking Developmental Education and Pathways Reforms

CCRC researchers Davis Jenkins, Hana Lahr, and John Fink outline changes colleges can make to help ensure that their institutional "guided pathways" reforms reach students referred to developmental education as well as those deemed college-ready.

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