Rethinking the Corequisite Model: What Is It, Why Remedial English and Mathematics, and What Is Its Net Effect?

Authors

  • Alexandros M. Goudas Delta College

Keywords:

education, corequisite courses, retention, academic performance, pass rates

Abstract

DOI: https://doi.org/10.36896/1.2op1

Author Biography

  • Alexandros M. Goudas, Delta College

    Alex Goudas is an Associate Professor of English at Delta College in Michigan and has been an educator for nearly 20 years. He also frequently speaks and writes about postsecondary research, especially on two-year colleges, and is the author of communitycollegedata.com.

References

Center for Community College Student Engagement. (2012). A matter of degrees: Promising practices for community college student success (a first look). Austin, TX: The University of Texas at Austin, Community College Leadership Program. Retrieved from https://www.ccsse.org/docs/Matter_of_Degrees.pdf

Chen, X. (2016). Remedial coursetaking at U.S. public 2-and 4-year institutions: Scope, experiences, and outcomes (NCES 2016-405). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2016/2016405.pdf

Cho, S.W., Kopko, E., Jenkins, & C., Jaggars, S. (2012). New evidence of success for community college remedial English students: Tracking the outcomes of students in the Accelerated Learning Program (ALP) (CCRC Working Paper No. 53). New York, NY: Community College Research Center, Columbia University, Teachers College. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/ccbc-alp-student-outcomesfollow-up.pdf

City University of New York. (2016). Significant increases in associate degree graduation rates: CUNY accelerated study in associate programs (ASAP). New York, NY: City University of New York Office of Institutional Research and Assessment (OIRA). Retrieved from http://www1.cuny.edu/sites/asap/wp-content/uploads/sites/8/2016/06/ASAP_Program_Overview_Web.pdf

Complete College America. (2012). Remediation: Higher education's bridge to nowhere. Retrieved from https://www.insidehighered.com/sites/default/server_files/files/CCA%20Remediation%20ES%20FINAL.pdf

Goudas, A. M. (2017). The corequisite reform movement: An education bait and switch (Working Paper). Community Colleg e Da ta. Retrieved from http://communitycollegedata.com/articles/the-corequisite-reform-movement/

Jaggars, S. S., & Bickerstaff, S. (2018). Developmental education: The evolution of research and reform. In M. B. Paulsen (Ed.), (2018). Higher education: Handbook of theory and research (pp. 469-503). New York: er International Publishing. https://doi.org/10.1007/978-3-319-72490-4_10

Scott-Clayton, J. (2018, March 29). Evidence-based reforms in college remediation are gaining steam - and so far living up to the hype. The Brookings Institute. Retrieved from https://www.brookings.edu/research/evidence-based-reforms-in-collegeremediation-are-gaining-steam-and-so-far-livingup-to-the-hype/

Yeado, J., Haycock, K., Johnstone, R., & Chaplot, P. (2014). Education trust higher education practice guide: Learning from high-performing and fast-gaining institutions. Education Trust. Retrieved from http://edtrust.org/wp-content/uploads/2013/10/PracticeGuide1.pdf

Zeidenberg, M., Jenkins, D., & Scott, M. A. (2012). Not just math and English: Courses that pose obstacles to community college completion (CCRC Working Paper No. 52). New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from http://ccrc.tc.columbia. edu/media/k2/attachments/not-just-math-andenglish.pdf

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Published

2018-10-01

How to Cite

Rethinking the Corequisite Model: What Is It, Why Remedial English and Mathematics, and What Is Its Net Effect?. (2018). Journal of College Academic Support Programs, 1(2), 3. https://jcasp-ojs-txstate.tdl.org/jcasp/article/view/159

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