Assessing the Effect of Corequisite English Instruction Using a Randomized Controlled Trial
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
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examining1,482Students, gradePS
Single Study Review
Review Details
Reviewed: October 2021
- Single Study Review (findings for Co-requisite English instruction)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
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.
Findings
|
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;
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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 |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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34% English language learners -
Female: 53%
Male: 47% -
Suburban, Urban
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Texas
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Race Black 18% Other or unknown 71% White 11% -
Ethnicity Hispanic 64% Not Hispanic or Latino 36%
Study Details
Setting
The study was conducted at five large community colleges located in urban and suburban regions of Texas.
Study sample
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 Group
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.
Comparison Group
Students assigned to the comparison condition were enrolled in a traditional Integrated Reading and Writing developmental education course.
Support for implementation
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.
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Study findings for this report.
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