WWC review of this study

Assessing the effect of corequisite English instruction using a randomized controlled trial.

Miller, T., Daugherty, L., Martorell, P., & Gerber, R. (2021). Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2021.1932000. Retrieved from: https://eric.ed.gov/?id=EJ1327668

  • Randomized Controlled Trial
     examining 
    1,482
     Students
    , grade
    PS

Reviewed: October 2021

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Progressing in college outcomes—Statistically significant positive effects found
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;
1,482 students

27.50

21.70

Yes

 
 
8
 
More Outcomes

Enroll following semester

Co-requisite English instruction vs. Business as usual

1 Semester

Full sample;
1,482 students

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;
433 students

71.00

52.10

Yes

 
 
19

Enroll following semester

Co-requisite English instruction vs. Business as usual

1 Semester

First language not English;
433 students

82.40

79.90

No

--

Enroll 2 years from initial semester

Co-requisite English instruction vs. Business as usual

3 Semesters

Full sample;
1,482 students

49.80

51.20

No

--
Progressing in Developmental College Courses outcomes—Statistically significant positive effects found
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;
1,482 students

57.70

36.30

Yes

 
 
20
 
More Outcomes

Pass College Reading in first year

Co-requisite English instruction vs. Business as usual

1 Semester

Full sample;
1,482 students

45.40

39.40

Yes

 
 
6
 
Show Supplemental Findings

Pass English Comp I in first year

Co-requisite English instruction vs. Business as usual

1 Semester

First language not English;
433 students

66.00

44.40

Yes

 
 
20

Pass English Comp I in first 2 years

Co-requisite English instruction vs. Business as usual

3 Semesters

Full sample;
1,482 students

61.10

44.80

Yes

 
 
16

Pass College Reading in first year

Co-requisite English instruction vs. Business as usual

1 Semester

First language not English;
433 students

55.80

47.80

No

--

Pass College Reading in first 2 years

Co-requisite English instruction vs. Business as usual

3 Semesters

Full sample;
1,482 students

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.

Characteristics of study sample as reported by study author.


  • 34% English language learners

  • Female: 53%
    Male: 47%

  • Suburban, Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Texas
  • Race
    Black
    18%
    Other or unknown
    71%
    White
    11%
  • Ethnicity
    Hispanic    
    64%
    Not Hispanic or Latino    
    36%

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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