Comparing Corequisite to Direct Placement
Drawing on data from all 13 community colleges affiliated with the Tennessee Board of Regents, this study estimated the causal effects of placement into corequisite remediation compared with direct placement into college-level courses for students on the margin of college readiness (i.e., 2 points above and below the statewide cut-off for placement into remediation). Findings indicate that in both math and English, students placed into corequisite courses had similar outcomes to students who placed directly into college-level courses.
After one year, students placed into corequisite courses completed gateway math and English courses at similar rates as those who were placed directly into college-level courses. After two years, both groups enrolled in and passed the next college-level course in the sequence at similar rates. Differences across the two groups are not statistically significant. This Points of Interest shows that for students near the margin of college readiness, direct placement into college-level courses without corequisite support may result in similar outcomes as placement into corequisite courses.