Higher total contact hours for the paired courses were associated with higher institutional success rates (4 hours: 39%; 5 hours: 61%; 6 hours: 67%)¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Institutional success rates rose with total contact hours assigned to the paired courses, with the lowest rate at four contact hours and three of the four highest rates at six contact hours. → Strother 2019

Evidence¶

Strother 2019¶

Strother, S., & Klipple, K. (2019). Corequisite remediation in math: A review of first-year implementation and outcomes of Quantway and Statway. San Francisco, CA: WestEd. https://carnegiemathpathways.org/reports/

q2 · i? · associational · r1

Cross-institutional comparison in the review's results section, summarized in Table 2, which prints success rates of 39 percent at 4 contact hours, 61 percent at 5 contact hours, and 67 percent at 6 contact hours. The report describes this as an apparent connection, not a tested effect; no statistic or effect size is printed.

"Three of the four highest institutional success rates for the new course offering came from the institutions with six contact hours, and the lowest institutional success rate was from the institution with four contact hours."

Discussion¶

Related Claims¶

• Success rates varied substantially across and within institutions, with within-institution section variability slightly less than between-institution variability — related
• In their first year, 65.1% of the 410 students in Quantway and Statway College with Corequisite earned a grade of C or better and college-level math credit in a single term — related
• First-year success rates differed by pathway: 79 percent overall for Quantway College with Corequisite versus 54 percent overall for Statway College with Corequisite — related