A Longitudinal Study of Differential Effects of Corequisite Support on Student Success Metrics Using Regression Analysis and Propensity Score Matching
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Authors
Meek, Theodor Mathew
Issue Date
2020
Type
Dissertation
Language
Keywords
co-requisite , corequisite , developmental education , higher education reform , propensity score matching , traditional remediation
Alternative Title
Abstract
For decades, many students have been required to enroll developmental education courses; however, few ever go on to complete their first gateway mathematics course, and even fewer will make it to graduation. This failed practice results in students accumulating time and credits but rarely leads to graduation. Minority students are particularly affected by developmental education placement. To combat these challenges, a new model called corequisite instruction has emerged. This practice delivers just-in-time academic support of the remedial content while a student is enrolled in the college-level course. This longitudinal, quasi-experimental study analyzes five years of cohort data among entering first-year students at a large, medium-selectivity public four-year institution. Utilizing corequisite instruction as the treatment variable, and pre- and post-implementation cohorts as the treatment condition, both logistic regression and propensity score matching are used to determine what, if any, differential effects corequisite instruction has compared to traditionally-remediated students. This study analyzes six different dependent variables. The primary dependent variable of interest is natural science course completion. Research regarding the downstream course impacts of corequisite instruction does not exist widely, and this study seeks to contribute to this knowledge gap. Additionally, I analyze five other dependent variables: gateway mathematics course completion, second-, third-, and fourth-year retention, as well as graduation within four years. The study found that, generally, students in enrolled corequisite instruction had higher coefficients for completing their gateway mathematics and natural science courses, as well as higher four-year graduation rates. Additionally, positive causal effects are found for corequisite instruction among the three aforementioned dependent variables. These findings suggest that corequisite instruction leads to a 30% increase in gateway mathematics course completion, an 11% increase in natural science course completion, and an 8% increase in four-year graduation.