Miller, Trey; Daugherty, Lindsay; Martorell, Paco; Gerber, Russell (2022). Journal of Research on Educational Effectiveness, v15 n1 p78-102. Retrieved from: https://eric.ed.gov/?id=EJ1327668
Reviewed: October 2021
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Pass English Comp II in first 2 years |
Co-requisite English instruction vs. Business as usual |
3 Semesters |
Full sample;
|
27.50 |
21.70 |
Yes |
|
|
|
|
Enroll following semester |
Co-requisite English instruction vs. Business as usual |
1 Semester |
Full sample;
|
78.30 |
78.10 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
Pass English Comp II in first 2 years |
Co-requisite English instruction vs. Business as usual |
3 Semesters |
First language not English;
|
71.00 |
52.10 |
Yes |
|
||
|
Enroll following semester |
Co-requisite English instruction vs. Business as usual |
1 Semester |
First language not English;
|
82.40 |
79.90 |
No |
-- | ||
|
Enroll 2 years from initial semester |
Co-requisite English instruction vs. Business as usual |
3 Semesters |
Full sample;
|
49.80 |
51.20 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
Pass English Comp I in first year |
Co-requisite English instruction vs. Business as usual |
1 Semester |
Full sample;
|
57.70 |
36.30 |
Yes |
|
|
|
|
Pass College Reading in first year |
Co-requisite English instruction vs. Business as usual |
1 Semester |
Full sample;
|
45.40 |
39.40 |
Yes |
|
|
|
| Show Supplemental Findings | |||||||||
|
Pass English Comp I in first year |
Co-requisite English instruction vs. Business as usual |
1 Semester |
First language not English;
|
66.00 |
44.40 |
Yes |
|
||
|
Pass English Comp I in first 2 years |
Co-requisite English instruction vs. Business as usual |
3 Semesters |
Full sample;
|
61.10 |
44.80 |
Yes |
|
||
|
Pass College Reading in first year |
Co-requisite English instruction vs. Business as usual |
1 Semester |
First language not English;
|
55.80 |
47.80 |
No |
-- | ||
|
Pass College Reading in first 2 years |
Co-requisite English instruction vs. Business as usual |
3 Semesters |
Full sample;
|
54.20 |
53.30 |
No |
-- | ||
Characteristics of study sample as reported by study author.
| Black | 18% | |
| Other or unknown | 71% | |
| White | 11% |
| Hispanic | 64% | |
| Not Hispanic or Latino | 36% |
The study was conducted at five large community colleges located in urban and suburban regions of Texas.
The sample included newly enrolling students over three semesters (fall 2016, spring 2017, and fall 2017). Some of the students comprising the analytic sample identified as Black (18%) or White (11%). Sixty-three percent of students were Hispanic and 53% were female.
Intervention students were assigned to corequisite remediation - a one-semester college-level English Composition course paired with a concurrent reading and writing developmental education support. Under corequisite remediation, students skip the traditional developmental education course(s) and move immediately into a foundational college-level course, while also being required to enroll in concurrent developmental education support in that same semester.
Students assigned to the comparison condition were enrolled in a traditional Integrated Reading and Writing developmental education course.
Each community college adhered to the categories of key components of the corequisite model as allowed under state policy; however, specific requirements such as number of hours and weeks of instruction for each component varied by college.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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