Average and Differential Effects of Corequisite Math Reforms on Short-, Medium-, and Long-Term Outcomes

Corequisite math coursework is a structural reform that places students directly into college-level math concurrently with developmental support. Growing evidence illustrates that participation in corequisite math improves college-level math completion, but the medium- and long-term effects appear mixed across institutional contexts. Further, it is unclear whether there is variation in the short-, medium-, and long-term effects of the corequisite model across race/ethnicity and socioeconomic status. Using Texas statewide administrative data, this study employed a regression discontinuity design to estimate the average and differential impact of corequisite math coursework on student outcomes up to six years after college entry.