The Impacts and Experiences of Corequisite Remediation for Latinx Students. EdWorkingPaper No. 22-696

Autor/inn/en	Coca, Vanessa; Daugherty, Lindsay; Miller, Trey
Institution	Annenberg Institute for School Reform at Brown University
Titel	The Impacts and Experiences of Corequisite Remediation for Latinx Students. EdWorkingPaper No. 22-696
Quelle	(2023), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hispanic American Students; Community College Students; English Instruction; Required Courses; Remedial Instruction; Student Experience; Outcomes of Education; Racial Differences; Ethnicity; Emotional Response; Psychological Patterns; Student Participation; Equal Education; Control Groups; Academic Achievement; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Community college; Community colleges; College students; Community College; Collegestudent; English langauage lessons; Englischunterricht; Pflichtkurs; Förderkurs; Studienerfahrung; Lernleistung; Schulerfolg; Rassenunterschied; Ethnizität; Emotionales Verhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulleistung
Abstract	Colleges across the United States are now placing most or all students directly into college-level courses and providing supplementary, aligned academic support alongside the courses, also known as "corequisite remediation." Developmental education reforms like corequisite remediation could advance racial and ethnic equity in postsecondary education by facilitating early academic progression. However, there is limited evidence available on differential impacts of corequisite models by race and ethnicity. To better understand the potential for differential impacts of English corequisites for Latinx students, this study leverages data from a randomized control trial across five large urban community colleges across Texas. We also utilize student survey data to develop a deeper understanding of how corequisites shape the experiences of Latinx students in their college-level English courses. Latinx students in our study colleges saw larger benefits from taking corequisite English than non-Latinx students in terms of gateway course completion. The survey findings suggest that corequisites provided an environment where Latinx students felt less academically overwhelmed and less bored relative to patterns observed for traditional DE course enrollees. However, Latinx students in corequisites also reported being less likely to participate in class discussions and ask questions relative to their non-Latinx peers. (As Provided).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01