First, Do No Harm. But Can We Do Better? An Evaluation of a Statewide Developmental Education Reform
Research shows that the corequisite developmental education (DE) model outperforms the prerequisite model, largely by mitigating the negative effects of prerequisites on student outcomes. While this is an important first step, evidence is limited on whether corequisite DE has added value when compared to not requiring DE and, in math, whether the corequisite “effect” is in fact driven by pathway reforms that have typically accompanied the transition toward corequisite DE. We use data from the Kentucky Community and Technical College System (KCTCS) to describe a complex set of support options available to students depending on their academic readiness levels and chosen math pathways and, using a regression discontinuity approach, estimate the effects of having such support on first-year college outcomes. For students with very low initial skills in math and English, requiring a prerequisite course in addition to corequisites produces null or negative effects compared to corequisite DE alone. However, students with very low math skills benefit from taking corequisite non-college algebra courses, and students with relatively high initial English skills benefit from corequisite English. The corequisite benefits in math are concentrated among female students who took advantage of the pathway reforms to take and pass non-college algebra math courses, while the English benefits are more pronounced among male and part-time students.
DOI: 10.63302/VVQR7465