Our results have been excellent, surprising even to those of us who were most optimistic about corequisite instruction. The students in the corequisite sections have much lower placement scores and early-semester diagnostic test scores. However, in the 2016-7 academic year, in both College Algebra and in our Math Modeling pathway (an alternative to College Algebra for non-STEM majors), the corequisite sections outperformed the standard sections in each semester. In College Algebra, over two-thirds of students in the corequisite sections earned a C or better. This is especially remarkable when one considers that fewer than 20% of students who start in remedial math earn college-level math credit within two years. In the Modeling pathway, the results were even better with over 80% of students earning a C or better. First-generation students fare particularly well in the corequisite sections, consistently outperforming their peers in standard sections despite entering the semester with lower test scores.
Over the three years we have had corequisite instruction, through Spring 2018, students have succeeded at a 70% rate overall. These are students who would ordinarily not qualify for the course they are taking and whose early-semester diagnostic scores are low, so we think this is a remarkable achievement, demonstrating both the success of the model and the effect of the hard work the students have put in. The students in corequisite sections continue to outperform students in standard sections nearly every semester. We have expanded corequisite instruction to Calculus I and to our new Prep for Calculus course, showing that the model works well for courses beyond the remedial level.