In the push to increase college degree attainment in the United States, the elimination of remedial classes in colleges was seen as a potential solution to help struggling students progress more quickly. These prerequisite courses, which did not earn college credits, often hindered students’ advancement and led to high dropout rates. The introduction of corequisite courses, which combine remedial support with college-level material, aimed to address this issue by providing students with the necessary assistance while allowing them to earn credits towards their degree.
A 10-year analysis conducted by researchers at the University of Delaware on the impact of eliminating remedial courses in Tennessee’s public colleges sheds light on the unexpected outcomes of this policy change. While students initially passed more college courses, including introductory and advanced courses in English and math, the long-term benefits were not as significant as hoped. The study found that the proportion of students earning associate or bachelor’s degrees did not increase after the implementation of corequisite courses.
Interestingly, the data revealed that lower achieving students, particularly those with very low ACT scores, were more likely to drop out of college and less likely to earn short-term certificate degrees under the new system. This suggests that while some students may benefit temporarily from corequisite courses, others may be permanently disadvantaged by the lack of adequate remedial support.
One of the key findings of the study was that while students accumulated more credits initially, the effect diminished over time, with students ending up with roughly the same number of total credits as under the old remedial education system. This raises questions about the effectiveness of corequisite courses in helping students progress towards degree completion.
The study also highlighted disparities in outcomes based on students’ ACT scores in high school. Those with scores closer to the old remedial education cutoff tended to fare better in passing corequisite courses, while those with lower scores struggled more and were more likely to drop out. This suggests that the current approach to corequisites may not be effective for all students, particularly those with significant academic challenges.
The results from Tennessee are consistent with findings from other states that have implemented corequisite reforms. In California, where remedial education was largely eliminated in 2019, failure rates in introductory college-level math courses increased, despite more students passing these courses. This pattern suggests that while some students may succeed in corequisite courses, others may struggle to meet the requirements for degree completion.
These findings have significant implications for the future of remedial education in colleges. While some experts argue for the reintroduction of remedial courses for students lacking basic skills, others advocate for improving corequisite courses to better support students’ needs. Thomas Brock, director of the Community College Research Center, emphasizes the importance of offering students more support to address their academic challenges while earning college credits.
One of the challenges with corequisite courses is the variability in their structure and delivery. Some courses combine remedial material with college-level content, while others provide additional support through tutoring or extended class time. The effectiveness of these different approaches remains a topic of debate, with some arguing for more tailored support for students based on their individual needs.
In addition to academic challenges, community college students often face other obstacles, such as balancing work and family responsibilities. The lack of sufficient support in these areas can contribute to higher dropout rates and lower graduation rates. This underscores the importance of providing comprehensive support services to help students succeed in their academic pursuits.
Looking ahead, it is crucial to continue exploring ways to effectively support underprepared college students and improve post-secondary education outcomes. By addressing the complex needs of students and providing tailored support, colleges can help more students achieve their academic goals and earn their degrees.
In conclusion, the shift from remedial to corequisite courses in colleges has yielded mixed results, with both benefits and challenges for students. While some students may benefit from the additional support provided in corequisite courses, others may struggle to meet the requirements for degree completion. Moving forward, it will be important to refine and improve corequisite courses to better serve the needs of all students and ensure they have the resources and support necessary to succeed in their academic pursuits.
