Abraham Baldwin Agricultural College-[node:field-date:custom:Y]--Corequisite remediation

High-Impact Strategy

Enroll most students in need of remediation in gateway collegiate courses in English and mathematics, with co-requisite Learning Support.

Related Goal

Goal 7: Increase the likelihood of degree completion by transforming the way that remediation is accomplished.

Summary of Activities

In AY13-14, English and Reading Learning Support were combined.  The co-requisite model was successfully piloted in English during spring 2014.  In fall 2014, 43.59% of students needing English LS were placed in ENGL 099; 56.41% were enrolled in ENGL 0999/ENGL 1101.  For students requiring remediation in math during fall 2014, 79.23% were placed into 0097 or 0099; 20.77% were placed into either 0997/MATH 1001 or 0999/MATH 1111.

Baseline Status

In fall 2013, no LS students were in co-requisite classes. 

Interim Measures of Progress

By fall 2014, 43.59% of English LS students and 20.77% of math LS students were in co-requisite classes. 

Measures of Success

Place all students who require Learning Support in co-requisite classes in English and in either Foundational or co-requisite classes in math

Increase % of students who start in co-requisite remediation who complete degrees on time.

Projected target:  The projected target will be established once baseline data for the fall 2015 cohort has been established.

Increase % of students who start in co-requisite remediation who complete degrees within 150% of time.

Projected target:  The projected target will be established once baseline data for the fall 2015 cohort has been established.

Lessons Learned

Continued work is needed to identify and implement best practices in supplementing college-level instruction in the co-requisite course.  ABAC math and English faculty are actively engaged in collaborative research to determine how best to structure these courses for student success.