Differences Across Corequisites
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 math pathways courses compared with placement into prerequisite courses. The above figure shows the estimated effects (in percentage points) on gateway college math completion within one year.
Findings show that students placed into a corequisite algebra course were 6 percentage points more likely to complete a gateway math course within one year, compared with otherwise similar students placed into prerequisite math, though the difference is not statistically significant. However, students in corequisite statistics were 16 percentage points more likely to complete gateway math within one year, and students in math for liberal arts were 20 percentage points more likely to do so. This Points of Interest shows that the positive effects of corequisite reform in math for students on the placement cusp were largely the result of enrollments in statistics and math for liberal arts.