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Direct linkBlaine Ganter – ProQuest LLC, 2022
The purpose of this study was to determine the impact of embedded tutoring and college readiness on students' academic outcomes in corequisite gateway English courses at a Texas community college. With the growing implementation of corequisite gateway classes in higher education to expedite students' academic tenure, schools are looking to…
Descriptors: Academic Achievement, College Readiness, Required Courses, School Holding Power
Peer reviewedTrey Miller; Lindsay Daugherty; Paco Martorell; Russell Gerber – Journal of Research on Educational Effectiveness, 2022
This is the first study to provide experimental evidence of the impact of corequisite remediation for students underprepared in reading and writing. We examine the short-term impacts of three different approaches to corequisite remediation that were implemented at five large urban community colleges in Texas, and we explore whether corequisites…
Descriptors: Required Courses, Remedial Instruction, College English, Community Colleges
Daugherty, Lindsay; Mendoza-Graf, Alexandra; Gehlhaus, Diana; Miller, Trey; Gerber, Russell – RAND Corporation, 2021
This document provides the technical appendix that accompanies the study, "Student Experiences in English Corequisite Remediation versus a Standalone Developmental Education Course: Findings from an Experimental Study in Texas Community Colleges. Research Report. RR-A810-1" (ED612531). Between fall 2016 and fall 2018, the authors…
Descriptors: Student Experience, Community Colleges, Two Year College Students, Remedial Instruction
Download full textAndrea A. Berta – Journal of College Academic Support Programs, 2018
This article describes the development and iterations of the English 0111 Composition Workshop-the Texas Success Initiative (TSI), at the University of Texas at El Paso (UTEP). The TSI is a program that determines college-readiness standards in reading, writing, and math. The initial structure of English 0111 was similar to the structure used in…
Descriptors: Educational Legislation, State Legislation, Required Courses, College English
Mary Ellen Young; Melisa Jones – Journal of College Academic Support Programs, 2018
Acceleration reduces the time and/or course sequence in developmental education (DE), allowing students to enroll in gateway courses more quickly and/or co-enroll in the first college-level English course while taking the remedial course (Venezia & Hughes, 2013). Texarkana College (TC) piloted an Accelerated Learning Program (ALP) with a 12:1…
Descriptors: Acceleration (Education), Required Courses, College English, Developmental Studies Programs
Daugherty, Lindsay; Mendoza-Graf, Alexandra; Gehlhaus, Diana; Miller, Trey; Gerber, Russell – Grantee Submission, 2021
Until recently, many colleges provided academic support to students by requiring students to complete one or more developmental education courses in a subject area before they could enroll in college-level coursework. Now colleges have been experimenting with new approaches that accelerate students into college courses, including corequisite…
Descriptors: Student Experience, Two Year College Students, Required Courses, College English
