Long-term Benefits of Co-requisite Mathematics
Logue, Douglas and Watanabe-Rose (2019) examine outcomes for learners enrolled in traditional developmental elementary algebra (n=244) as compared to peers enrolled in corequisite statistics (n=246). The June 19th Points of Interest focused on all students randomly assigned to these two course types. Here, the authors report that, within a three-year timeframe, students who pass a co-requisite course also graduate at higher rates than peers who pass a traditional developmental course: 39% and 28%, respectively. This Points of Interest shows that passing a traditional remedial course is not key to college success, and achieving success in co-requisite mathematics can improve a student’s chance of community college graduation.