The Impacts and Experiences of Corequisite Remediation for Latino Students
Bibliographic Data
| ID | 9009537 |
|---|---|
| Authors | Vanessa Coca (0000-0001-7453-3625, American Institutes for Research), Lindsay Daugherty (0000-0002-3434-8246, RAND Corporation, corresponding author), Trey Miller (The University of Texas at Dallas) |
| Year | 2024 |
| Volume | 96 |
| Issue | 3 |
| Pages | 461-484 |
| Publication date | 2024-06-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2024.2362556 |
| OpenAlex | W4399527174 |
| Language | EN |
| References cited | 34 |
Many colleges across the United States are scaling corequisite remediation, an approach that places developmental education students directly into college-level courses with supplementary, aligned academic support. We conducted a randomized control trial in five colleges with ethnic diversity, offering a unique opportunity to examine the benefits of corequisite remediation for Latino students. Latino students represent a large portion of the U.S. college student population and are overrepresented among developmental education participants. We found positive impacts on college-level English course completion for Latino and non-Latino students when randomized to corequisites, and estimates suggest that Latino students saw larger benefits. Further, Latino students in corequisites were less likely to report feeling academically overwhelmed and/or bored relative to their Latino peers in traditional developmental education courses. This evidence suggests that corequisites can support improved academic success and potentially help to address gaps between Latino and non-Latino students in early college course completion. On the other hand, we found some evidence of less frequent Latino student engagement in discussions and asking questions relative to non-Latino students in corequisites (a pattern not observed in traditional developmental education courses), so it may be important to ensure that corequisite classrooms are inclusive and encourage broad student participation
Biology · Contamination · Environmental health · Environmental remediation · Mathematics education · Critical Race Theory in Education · Ecology · Education and Military Integration · Environmental Science · Higher Education Research Studies · Medicine · Psychology
Undergraduate Latina/o Students
Referral, enrollment, and completion in developmental education sequences in community colleges
Is Age Just a Number? A Statewide Investigation of Community College Students’ Age, Classroom Context, and Course Outcomes in College Math and English
Latinas/os in Community College Developmental Education
Latinos, Language Minority Students, and the Construction of ESL
Socializing and Mentoring College Students of Color
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
Course‐Taking Patterns of Latino ESL Students
Innovative Pathways Through Developmental Education and Postsecondary Success
The Racial College Completion Gap
Accelerating College Remediation
| Citation velocity | historical |
|---|---|
| Highly cited | No |