Improving College Success for Students in Corequisite Reading

Autor/inn/en	Ran, Florence Xiaotao; Bickerstaff, Susan; Edgecombe, Nikki
Institution	Columbia University, Community College Research Center (CCRC); Education Commission of the States, Strong Start to Finish
Titel	Improving College Success for Students in Corequisite Reading
Quelle	(2022), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Required Courses; Remedial Reading; Remedial Programs; Community Colleges; Two Year College Students; Outcomes of Education; Academic Failure; Prediction; Racial Differences; Electronic Learning; Conventional Instruction; Blended Learning; Tennessee + Suchen Sie Ihr Suchwort? Schulleistung; Pflichtkurs; Leseförderung; Förderprogramm; Community college; Community College; Lernleistung; Schulerfolg; Vorhersage; Rassenunterschied
Abstract	In a corequisite approach to developmental education, students enroll in a college-level course paired concurrently with a support course designed to address student learning needs in a given subject. This report, sponsored by Strong Start to Finish, examines early college outcomes of students placed into corequisite reading courses at the 13 community colleges in the Tennessee Board of Regents (TBR) system. The authors investigate how outcomes changed since TBR colleges adopted a corequisite approach in reading and look at differences in outcomes by college-level course pairings and course features, including delivery format (online, hybrid, and face-to-face). Since TBR mandated corequisite approaches to serving students with developmental needs in 2015, students placed into developmental education experienced substantial improvements in gateway course outcomes. Drawing on these and other findings, the authors offer the following recommendations to institutions seeking to improve supports for students who need learning support in reading. (1) Institutions should enroll all students deemed underprepared in reading in corequisite courses in their first term, keeping in mind that high school GPA is a stronger predictor of college success than standardized test scores; (2) Given the study finding that a nontrivial proportion of students referred to corequisite reading did not pass any courses they enrolled in, institutions should consider embedded supports to address a range of academic and non-academic challenges hindering student success; (3) To address racial disparities in placement into developmental education and in course outcomes, institutions should adopt race-conscious frameworks to plan and implement corequisite reading policies and practices; and (4) The study found that taking corequisite reading and a college-level pairing online was associated with significantly lower success rates. Institutions should look to strengthen the design and delivery of online corequisite reading models. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01