Project Activities
The researchers will conduct descriptive analyses of corequisite enrollment and outcomes and then use a regression discontinuity (RD) design to examine the impact of corequisite placement (relative to standalone courses) on early academic outcomes, including completion of college-level English and math courses and semester-to-semester persistence. They will analyze the policy impact over time, using an event study and a difference-in-RD (DIRD) design to examine the impact of shifting to the corequisite model. Their qualitative study will explore the nuances of corequisite policy implementation at each of NSHE's seven campuses using surveys and focus groups with campus constituents including faculty, advisors, and administrators.
Structured Abstract
Setting
This project will take place in the seven teaching institutions in the Nevada System of Higher Education (NSHE). This includes four 2-year institutions and three 4-year institutions.
Sample
The impact study of corequisite enrollment will use data from the 6 cohorts entering between 2021-2022 and 2026-2027 (approximately 102,000 students). The impact study of the change from the prerequisite model to the corequisite model will use data from the cohorts entering 4 years before the policy (2017-2018 through 2020-2021) and 4 years after the policy (2021-2022 through 2024-2025) (approximately 136,000 students).
The NSHE Corequisite and College-Ready Gateway Policy was announced in 2019 and was fully implemented in fall 2021. It requires NSHE institutions to shift from a prerequisite model of remediation, where students are required to take and pass lower-level courses before enrolling in college-level courses, to a corequisite model, where students enroll directly in college-level courses and are provided support through concurrent coursework. Students are assigned to corequisites based on college admission (ACT or SAT) scores or standardized placement tests.
Research design and methods
Drawing on student-level records housed within the statewide longitudinal data system called Nevada P–20 to Workforce Research Data System (NPWR), the research team will use regression discontinuity (RD) designs to examine the impact of corequisite enrollment on completion of college-level English and math, persistence and retention, degree attainment, and post-graduation employment and earnings. Another impact study will examine changes in student outcomes over time, comparing student cohorts placed into prerequisite courses to those placed in corequisite courses. To complement the impact study, the researchers will employ a qualitative case study in partnership with corequisite stakeholders at each of NSHE's seven teaching institutions. This study will focus on policy implementation, teaching practices, and student advising. This partnership approach will facilitate information-sharing across colleges within the system and provide a context for the project team to provide formative feedback to the colleges aimed at improving policy implementation from year to year.
Control condition
In the RD analysis, the control condition includes students placed into standalone remedial courses instead of corequisite courses. For the event study, the control condition will be students who entered NSHE prior to the corequisite policy change and who were subject to the prerequisite model of college remediation.
Key measures
The outcome measures for the project include completion of college-level math and English, retention and persistence, course grades, credits earned, major or field of study, completion of a certificate or degree, and post-graduation employment and earnings. Covariates to be examined include race and ethnicity, gender, indicators of low-income background (for example, eligibility for free or reduced lunch, Pell grant eligibility), and academic preparation in high school. The qualitative study focuses on policy implementation successes and challenges across the NSHE system, examining corequisite curriculum, pedagogy, and advising, and their relationship to student outcomes. Using data collected through site visits, interviews, and focus groups at each of the campuses, the qualitative researchers will code themes for the qualitative analysis.
Data analytic strategy
Because NSHE students are assigned to corequisites based on ACT/SAT scores taken in 11th grade, the researchers will use them as an instrument for corequisite enrollment in a "fuzzy" RD design. The researchers will use event study and difference-in-difference RD designs to examine the impact of the shift from a prerequisite model to a corequisite model over time. For the qualitative case study, the researchers will first analyze the data to identify themes of policy implementation on each campus and then compare and contrast these themes while accounting for differences in institutional characteristics including educational missions, student populations, and campus resources.
Cost analysis strategy
The cost-effectiveness analysis will follow the recommendations of Levin and Belfield (the ingredients method) and consider costs in relation to key outcomes such as (1) completion of the math and English general education requirement after enrolling in the corequisite course, (2) completion of a degree (along with type and major), and (3) subsequent earnings after leaving college. Researchers will compare cost-effectiveness of achieving these outcomes under the corequisite model to cost-effectiveness under the pre-requisite model.
People and institutions involved
IES program contact(s)
Products and publications
This project will result in exploratory evidence of the effectiveness of the NSHE Corequisite and College Ready Gateway Policy and a cost-effectiveness analysis. The project will also produce a survey dataset to be shared, instructions for outside researchers to request access to the quantitative administrative data, peer-reviewed publications and presentations, and additional dissemination products to reach education practitioners and policymakers.
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Related projects
Supplemental information
Co-Principal Investigator: Relles, Stefani
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
