Recent research suggests that corequisite math courses, designed to increase college students’ math proficiency by allowing them to take remedial and standard math courses simultaneously, might not be as effective as initially anticipated. These programs, introduced to improve success rates among underprepared students, aim to accelerate their progress by enrolling them in college-level math courses while providing additional support.
However, new findings indicate that students enrolled in corequisite math courses do not perform significantly better than those in traditional remedial programs. The study, conducted over several institutions, examined student performance and retention rates, revealing that despite the support provided, corequisite math courses did not lead to substantially improved outcomes.
The motivation behind implementing corequisite models was to boost the overall graduation rates by reducing the time spent in remedial education, which often delays degree completion. These courses have been widely adopted as a progressive alternative to lengthy remedial sequences, which critics argue can demotivate students and increase dropout rates.
Despite the intentions, the results suggest that corequisite math courses may not be the optimal solution for all students needing additional support. The study recommends that educational institutions reassess their approach and consider a more tailored strategy that addresses individual student needs, potentially incorporating a combination of different methods to enhance learning outcomes.
This research adds to the ongoing debate about the most effective methods to support students struggling with math, an essential subject for many degree programs. Further investigation and a flexible approach may be necessary to develop more effective solutions that ensure students succeed in reaching their educational goals.
Source: Inside Higher Education
Read Original:
https://www.insidehighered.com/news/quick-takes/2026/06/26/corequisite-math-might-be-less-effective-thought
