Does Corequisite Remediation Work for Everyone? An Exploration of Heterogeneous Effects and Mechanisms

Florence Xiaotao Ran () and Hojung Lee ()
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Florence Xiaotao Ran: School of Education University of Delaware Newark, DE 19716
Hojung Lee: School of Education Joseph R. Biden Jr. School of Public Policy & Administration University of Delaware Newark, DE 19716

Education Finance and Policy, 2025, vol. 20, issue 4, 534-561

Abstract: The landscape of developmental education has experienced significant shifts over the last decade nationwide, as more than twenty states and higher education systems have transitioned from the traditional prerequisite model to corequisite remediation. Drawing on administrative data from Tennessee community colleges from 2010 to 2020, we examined the heterogeneous effects of corequisite reform for remediation-eligible students with varying levels of academic preparation. Using difference-in-differences and event study designs, we found that corequisite remediation significantly improved gateway and subsequent college-level course completion for students in all placement test score groups below the college-level threshold. For math, the positive effects on college-level course completion were stronger for higher-scoring remedial students than for those with lower placement test scores, whereas the pattern was reversed for English. However, since the corequisite reform, students requiring remediation were more likely to drop out of the public college system, and those with the lowest scores were less likely to earn short-term certificates.

Date: 2025
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https://doi.org/10.1162/edfp_a_00451

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