Serving English Learners Under HB 2223: A Qualitative Analysis of Corequisite Reform Implementation in Texas.
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| Title: | Serving English Learners Under HB 2223: A Qualitative Analysis of Corequisite Reform Implementation in Texas. |
|---|---|
| Authors: | Bunn, Stephen A.1 sab07f@fsu.edu, Mokher, Christine G.1, Park-Gaghan, Toby J.1, Danyi, Morgan1 |
| Source: | Journal of Postsecondary Student Success. Spring2026, Vol. 5 Issue 3, p51-73. 23p. |
| Subject Terms: | *Limited English-proficient students, *Developmental programs, *Educational change, *Education policy, *Culturally relevant education, *Higher education, *Qualitative research |
| Geographic Terms: | Texas |
| Abstract: | This study examines how faculty in Texas higher education institutions perceive and support English Learner (EL) students in corequisite developmental education courses mandated by House Bill 2223. Corequisite models aim to accelerate underprepared students into credit-bearing coursework with concurrent support, yet questions remain about their effectiveness for ELs, a diverse population with varied linguistic and educational backgrounds. Drawing on qualitative data from 116 faculty across 20 institutions, the study explores educators’ views on EL needs, instructional practices, and implementation challenges. Findings indicate that faculty questioned the adequacy of standardized placement measures for capturing EL readiness and emphasized the importance of personalized, culturally responsive instruction. Effective practices included integrating language and literacy support into coursework, fostering collaboration among faculty and advisors, and engaging families and communities to support student belonging and persistence. Overall, the findings suggest that corequisite reforms can support EL acceleration, but only when paired with holistic, culturally responsive, and collaborative institutional practices. These results underscore the need for policies that prioritize equity alongside efficiency in accelerated developmental pathways. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Postsecondary Student Success is the property of Florida State University, Center for Postsecondary Success and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193330380 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Serving English Learners Under HB 2223: A Qualitative Analysis of Corequisite Reform Implementation in Texas. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bunn%2C+Stephen+A%2E%22">Bunn, Stephen A.</searchLink><relatesTo>1</relatesTo><i> sab07f@fsu.edu</i><br /><searchLink fieldCode="AR" term="%22Mokher%2C+Christine+G%2E%22">Mokher, Christine G.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Park-Gaghan%2C+Toby+J%2E%22">Park-Gaghan, Toby J.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Danyi%2C+Morgan%22">Danyi, Morgan</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Postsecondary+Student+Success%22">Journal of Postsecondary Student Success</searchLink>. Spring2026, Vol. 5 Issue 3, p51-73. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Limited+English-proficient+students%22">Limited English-proficient students</searchLink><br />*<searchLink fieldCode="DE" term="%22Developmental+programs%22">Developmental programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines how faculty in Texas higher education institutions perceive and support English Learner (EL) students in corequisite developmental education courses mandated by House Bill 2223. Corequisite models aim to accelerate underprepared students into credit-bearing coursework with concurrent support, yet questions remain about their effectiveness for ELs, a diverse population with varied linguistic and educational backgrounds. Drawing on qualitative data from 116 faculty across 20 institutions, the study explores educators’ views on EL needs, instructional practices, and implementation challenges. Findings indicate that faculty questioned the adequacy of standardized placement measures for capturing EL readiness and emphasized the importance of personalized, culturally responsive instruction. Effective practices included integrating language and literacy support into coursework, fostering collaboration among faculty and advisors, and engaging families and communities to support student belonging and persistence. Overall, the findings suggest that corequisite reforms can support EL acceleration, but only when paired with holistic, culturally responsive, and collaborative institutional practices. These results underscore the need for policies that prioritize equity alongside efficiency in accelerated developmental pathways. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Postsecondary Student Success is the property of Florida State University, Center for Postsecondary Success and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193330380 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.33009/fsop_jpss139889 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 51 Subjects: – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Developmental programs Type: general – SubjectFull: Educational change Type: general – SubjectFull: Education policy Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: Higher education Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Texas Type: general Titles: – TitleFull: Serving English Learners Under HB 2223: A Qualitative Analysis of Corequisite Reform Implementation in Texas. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bunn, Stephen A. – PersonEntity: Name: NameFull: Mokher, Christine G. – PersonEntity: Name: NameFull: Park-Gaghan, Toby J. – PersonEntity: Name: NameFull: Danyi, Morgan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Spring2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 27694879 Numbering: – Type: volume Value: 5 – Type: issue Value: 3 Titles: – TitleFull: Journal of Postsecondary Student Success Type: main |
| ResultId | 1 |
