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Student Experiences in Corequisite Courses at CUNY. Research Brief

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Title: Student Experiences in Corequisite Courses at CUNY. Research Brief
Language: English
Authors: Selena Cho, Andrea Lopez Salazar, Julia Raufman, Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR), Columbia University, Community College Research Center (CCRC), MDRC
Source: Center for the Analysis of Postsecondary Readiness. 2025.
Availability: Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
Peer Reviewed: N
Page Count: 12
Publication Date: 2025
Sponsoring Agency: Ascendium Education Group, Inc.
Document Type: Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Required Courses, College Students, English Instruction, Mathematics Instruction, Student Experience, Student Attitudes, Program Effectiveness, Acceleration (Education), Barriers, Prerequisites, College Faculty, Teacher Role, Peer Relationship, Tutoring
Geographic Terms: New York (New York)
Abstract: Research shows that corequisite courses are more effective at supporting student success in gateway English and math courses than prerequisite developmental courses. As the field increasingly shifts to adopt and expand corequisites, questions remain about how to design and structure corequisites to best support student success. In the fall of 2019, the City University of New York (CUNY) set a deadline for phasing out traditional prerequisite remediation and scaling corequisite remediation. CUNY's Office of Academic Affairs provided guidance on corequisite reform, but it did not impose a specific corequisite model; rather, its policy allowed colleges to determine how best to offer corequisite courses on their campuses. Therefore, CUNY colleges' corequisite models varied, providing a rich context to explore how different corequisite course features influence students' experiences. This CAPR brief draws on data from focus groups with 57 students enrolled in corequisite English and math courses at three CUNY colleges to share student perspectives on various features of corequisite courses. The authors provide an overview of the corequisite models at the three CUNY colleges and share three factors that improved students' experiences in corequisite courses and three factors that presented challenges for students. They also describe one college's adoption of the Accelerated Learning Program (ALP) model. Broadly, they find that embedded tutors, supportive professors, and a sense of community with peers improved students' experiences in corequisite courses and that fast course pacing, unclear or impersonal advising, and being around less-motivated peers were challenges for students. Based on these findings, the authors share four lessons for community colleges implementing corequisite courses.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674471
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: Student Experiences in Corequisite Courses at CUNY. Research Brief
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  Data: <searchLink fieldCode="AR" term="%22Selena+Cho%22">Selena Cho</searchLink><br /><searchLink fieldCode="AR" term="%22Andrea+Lopez+Salazar%22">Andrea Lopez Salazar</searchLink><br /><searchLink fieldCode="AR" term="%22Julia+Raufman%22">Julia Raufman</searchLink><br /><searchLink fieldCode="AR" term="%22Columbia+University%2C+Center+for+the+Analysis+of+Postsecondary+Readiness+%28CAPR%29%22">Columbia University, Center for the Analysis of Postsecondary Readiness (CAPR)</searchLink><br /><searchLink fieldCode="AR" term="%22Columbia+University%2C+Community+College+Research+Center+%28CCRC%29%22">Columbia University, Community College Research Center (CCRC)</searchLink><br /><searchLink fieldCode="AR" term="%22MDRC%22">MDRC</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Center+for+the+Analysis+of+Postsecondary+Readiness%22"><i>Center for the Analysis of Postsecondary Readiness</i></searchLink>. 2025.
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  Data: Center for the Analysis of Postsecondary Readiness. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; e-mail: capr@columbia.edu; Web site: https://postsecondaryreadiness.org
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  Data: 12
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  Data: 2025
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  Data: Ascendium Education Group, Inc.
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  Data: <searchLink fieldCode="DE" term="%22Required+Courses%22">Required Courses</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Acceleration+%28Education%29%22">Acceleration (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Prerequisites%22">Prerequisites</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22New+York+%28New+York%29%22">New York (New York)</searchLink>
– Name: Abstract
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  Data: Research shows that corequisite courses are more effective at supporting student success in gateway English and math courses than prerequisite developmental courses. As the field increasingly shifts to adopt and expand corequisites, questions remain about how to design and structure corequisites to best support student success. In the fall of 2019, the City University of New York (CUNY) set a deadline for phasing out traditional prerequisite remediation and scaling corequisite remediation. CUNY's Office of Academic Affairs provided guidance on corequisite reform, but it did not impose a specific corequisite model; rather, its policy allowed colleges to determine how best to offer corequisite courses on their campuses. Therefore, CUNY colleges' corequisite models varied, providing a rich context to explore how different corequisite course features influence students' experiences. This CAPR brief draws on data from focus groups with 57 students enrolled in corequisite English and math courses at three CUNY colleges to share student perspectives on various features of corequisite courses. The authors provide an overview of the corequisite models at the three CUNY colleges and share three factors that improved students' experiences in corequisite courses and three factors that presented challenges for students. They also describe one college's adoption of the Accelerated Learning Program (ALP) model. Broadly, they find that embedded tutors, supportive professors, and a sense of community with peers improved students' experiences in corequisite courses and that fast course pacing, unclear or impersonal advising, and being around less-motivated peers were challenges for students. Based on these findings, the authors share four lessons for community colleges implementing corequisite courses.
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  Data: 2025
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  Data: ED674471
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Required Courses
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: English Instruction
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Acceleration (Education)
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Prerequisites
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Role
        Type: general
      – SubjectFull: Peer Relationship
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      – SubjectFull: Tutoring
        Type: general
      – SubjectFull: New York (New York)
        Type: general
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      – TitleFull: Student Experiences in Corequisite Courses at CUNY. Research Brief
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              Y: 2025
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