Abstract: 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.
Schudde et al. (Sun,) studied this question.