No Room for Doubt: Moving Corequisite Support from Idea to Imperative

There is a persistent problem among colleges and universities for students placed in developmental courses like math and English. They are not completing the courses and, in most cases, should not be taking them in the first place. While developmental education outcomes are deeply troubling for state and institutional leaders and practitioners, for low-income students, students of color and returning adults who see college as a path to something greater, our collective failure to adequately support their success is a heavy burden to bear.

This discussion focused on understanding the roles of various stakeholders in implementing and sustaining these critical reforms to help achieve better outcomes for students, especially for racially minoritized students, students with low income, and returning adults.  

Developmental education reforms such as multiple measures for placement, co-requisites, and math pathways are proven strategies to increase student success in postsecondary education. There is still much to be done to codify these efforts in policy. Policy is key for scale-up and sustainability. This framework provides a guide to move in that direction.