Efficacy of Corequisite Mathematics: A Quantitative Study on the Effects of Traditional and Accelerated Enrollment Models for Minoritized Students in STEM and Non-STEM Pathways

The purpose of this study was to determine the efficacy of corequisite models in developmental math for minoritized students enrolled in traditional and accelerated terms in algebra and non-algebra math pathways at A Texas Community College (ATCC). While other states experienced initial success with corequisite programs initiated, it was yet to be determined whether significant equity is achieved for historically minoritized students under a traditional and accelerated models for algebra and non-algebra pathways for satisfaction of STEM and non-STEM degree requirements, respectively. Therefore, a quantitative study was utilized to test the differences in passing proportion rates for students who completed algebra and non-algebra pathways for four developmental math models: 16-week prerequisite, 16-week corequisite, and accelerated prerequisite, and accelerated corequisite math. Subsumption and operationalizations in equity theories informed the research questions in this study. It was determined that corequisite passing rates were significantly higher than prerequisite models at ATCC. However, when examining the institution by gender and race, results were mixed for algebra pathways, most notably under accelerated enrollment. On the other hand, non-algebra math results were more prominent, where almost all student groups achieved significantly higher passing rates under traditional and accelerated corequisite models. Evidence of subsumption and parity emerged among groups most notably under non-algebra pathways, providing institutional leaders evidence of the efficacy of corequisite math in order to potentially develop effective corequisite support at their institutions.

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