Improving Equity Through Corequisite Support

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February 21, 2022
Authors: Susana H. Hernandez, Lyle McKinney, Andrea Burridge, Catherine A. O’Brien, Christopher A. Burnett

This report shares key findings from a study of the corequisite model at Houston Community College, one of the nation’s largest and most racially and ethnically diverse community college systems.

Guided by a goal to improve the academic performance, persistence and graduation rates of HCC students who were required to complete corequisite coursework in math and/or English, these findings help identify strategies that maximize the effectiveness of corequisite models, with careful attention to equity issues.

These findings are especially pertinent to increasing educational attainment among racially minoritized students and students with low incomes.

Topics: Corequisites, Math Pathways

Executive Summary

In This Resource

  • Executive Summary