Strong Start To Finish
Points of Interest

Improving STEM outcomes

This Points of Interest shows that students who take a co-requisite STEM course have higher success rates than students in the traditional developmental sequence.
April 1, 2020
Vilan Odekar
Tags: Acceleration, 2. Enroll in college-level math and English., 4. Streamline remediation options., 7. Prioritize the student experience., Differential Capacity of Institutions, Transfer and Course Applicability

For students interested in STEM (science, technology, engineering, and mathematics) majors, the road to college-level coursework can be a long one. If an entering student places below college-level math, then the student must complete at least one or more developmental courses before college-level work is accessible to them. This is not true with co-requisites. At LaGuardia Community College (LCC), a college within the City University of New York, students can take a co-requisite STEM course that allows them to access college-level work immediately while receiving supplemental support for basic material. This path allows the student to start accumulating college-level credits from day one instead of waiting to pass developmental courses.

At LCC, students who take a co-requisite STEM course consistently pass the course at higher rates than students who went through the traditional sequence. The co-requisite STEM pass rate is anywhere from 9 to 22 percentage points higher than the pass rate for students who took a STEM course following the completion of a traditional developmental sequence. This Points of Interest shows that students who take a co-requisite STEM course have higher success rates than students in the traditional developmental sequence.