At the start of 2023, CAPR began a partnership with CUNY on a study exploring the experiences of students and faculty and student achievement under different corequisite models. Hollie Daniels and Maggie P. Fay highlight details of the corequisite study at CUNY.
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.
In this interview, Brandon Protas, assistant vice president for alliance engagement at Complete College America (CCA), discusses the state of the research on corequisite support and CCA's role in developmental education reform.
As colleges respond to state- and system-wide calls to replace traditional developmental education with corequisite support courses, institutional challenges are preventing them from faithfully implementing these courses as designed.
In this blog post, Lindsay Daugherty of RAND Corporation makes the case for a continuous improvement approach to implementing corequisite remediation and describes two ways colleges can adopt such a perspective.
Researchers from the developmental education field are examining reform efforts both new and old, including Dana Center Mathematics Pathways and corequisite remediation. This roundup highlights several new studies worth a look.
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.
Lindsay Daugherty, a policy researcher at RAND Corporation, discusses five reasons why corequisite models of developmental education may be successful, based on the perspectives of faculty, administrators, and students in Texas.
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.