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¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across six institutions and 21 sections, 65.1 percent of 410 students earned C or better in the college-level course, gaining college-level math credit in one term. → 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? · review · r2

Implementation review of the first two terms (spring and fall 2018) of the new corequisite offerings at six institutions, using final-grade data provided by all 15 faculty for all 410 students enrolled beyond the drop date. The report states "65.1 percent were successful (i.e., achieving a grade of C or better)" in a single term. No effect size or inferential test is printed.

"Of the 410 students who participated in these new corequisite offerings at the six colleges, 65.1 percent were successful (i.e., achieving a grade of C or better), earning college-level math or statistics credit in a single term"

Discussion¶

Related Claims¶

• Success rates varied substantially across and within institutions, with within-institution section variability slightly less than between-institution variability — 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
• First-year corequisite success rates exceeded those of the traditional developmental math sequence, which the report attributes to prior research showing 20 percent earning college-level math credit within three years and 6 percent within one year — related
• Higher total contact hours for the paired courses were associated with higher institutional success rates (4 hours: 39%; 5 hours: 61%; 6 hours: 67%) — related
• Carnegie Math Pathways students earned college-level math credits at three to four times the rate of peers in traditional sequences and graduated at double the rate — related