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ERIC Number: ED670962
Record Type: Non-Journal
Publication Date: 2024
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
The Relationship between Course Structure and Intensity, and Student Success in Developmental Education
Grantee Submission
Texas legislation mandated that colleges offer developmental education using a corequisite model, where students concurrently enroll in introductory college-level courses with supplemental developmental support. Using data from the population of Texas students in developmental education, we estimated regression models to investigate differential relationships between corequisite characteristics and outcomes, both overall and by student characteristics. Our findings suggest there is no single "magic bullet" course structure that is universally more effective, as relationships between the reform and student success vary by subject and student subgroup. Additionally, even a single credit of corequisite developmental support can be beneficial for some students, potentially more so than traditional three-credit courses. [This is the online first version of an article published in "Educational Policy."]
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Texas
IES Funded: Yes
Grant or Contract Numbers: R305A210319
Department of Education Funded: Yes