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Points of Interest

Latinx Students Increase Math Success Rates

This Points of Interest shows that a co-requisite model for math instruction may improve success rates while subsequently shortening the pathway to completion for Latinx students.
May 13, 2020
Dr. Alycia Marshall
Tags: Acceleration, Accurate Placement, Measurement and Outcomes, Refinement, Student Supports, 2. Enroll in college-level math and English., 4. Streamline remediation options., 7. Prioritize the student experience., New Roles for Student Services, Transfer and Course Applicability

In response to low success rates for students in STEM mathematics courses, the main campus of the University of Cincinnati (UC) implemented a co-requisite instruction model across five mathematics courses (College Algebra, Precalculus, Calculus, Calculus II and Applied Calculus) in 2016 to improve student success and shorten the pathway towards completion. This co-requisite implementation allowed students to enroll directly into a credit mathematics course while receiving support in a companion one-credit course, eliminating the need for traditionally long developmental course sequences. The co-requisite courses are taught by upperclassmen facilitators who are extensively trained in creating active learning environments for students.

For all five courses, Hispanic/Latinx students in the co-requisite structure seemingly outperformed stand-alone Hispanic/Latinx students when disaggregating the data by race. Although sample sizes for Latinx students were small and statistical significance could not be shown, these results are encouraging. This Points of Interest shows that a co-requisite model for math instruction may improve success rates while subsequently shortening the pathway to completion for Latinx students.