Assessing the impact of Corequisite Remediation on Student Completion in Selected Gateway Mathematics Courses

In the last several decades, the attention of both two-and four-year institutions of higher learning have been focused on increasing the number of students who complete their gateway courses in mathematics and English. One strategy that appears to increase the number of students who complete their gateway mathematics and English courses and reduce the number of semesters it takes them to complete their gateway course is corequisite remediation.
The purpose of this study was to examine the impact of implementing a corequisite remediation model, in contrast to the traditional prerequisite remediation model, in selected gateway mathematics courses. In particular, does the use of corequisite remediation, in contrast to prerequisite remediation, (1) increase the number of students successfully completing selected gateway mathematics courses and, (2) improve the academic achievement of students, as measured by the final course grade, in selected gateway mathematics courses?
Findings from the data indicate that corequisite remediation increased the number of students successfully completing all three gateway mathematics courses included in the study with a grade of “D” or better in 2017 compared to 2016. Chi-Square tests found no significant difference in the proportion of students who successfully completed Quantitative Literacy and Introductory Statistics via corequisite remediation, compared to prerequisite remediation, with a grade of “D” or better. Additionally, Chi-Square tests revealed that there was a significant difference in the proportion of students who successfully completed College Algebra via
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corequisite remediation, compared to prerequisite remediation, with a grade of “D” or better. Finally, logistic regression analyses found that (1) students’ cumulative grade point average was predictive of success in all three gateway courses included in the study, and (2) that the type of remediation (corequisite versus prerequisite) was predictive of success in College Algebra but was not predictive of success in Quantitative Literacy or Introductory Statistics.