This study compares the results of a developmental co-requisite program with those of a traditional pre-requisite program in an attempt to determine whether the two models provide equivalent levels of effectiveness and efficiency. The research focused on gateway course completion scores and final exam scores for undergraduate students enrolled in…

The purpose of this quantitative quasi-experimental study is to determine the effectiveness of a corequisite delivery model for developmental math students at a 4-year public institution. Nationally, close to fifty percent of incoming college students are placed in non-credit bearing remedial courses (Complete College America, 2012). Students must…

The Early College High School (ECHS) initiative developed in response to calls to significantly decrease the number of first-generation college and underserved students of color and from poverty who are high school dropouts or marginally graduates (i.e., ill prepared for college). The ECHS model is different from other educational reforms in that…