Clayton State University-[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

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

Summary of Activities

Clayton State piloted co-requisite math and English remediation in fall 2014 and spring 2015.

For fall 2015, all students are being placed according to revised guidelines with co-requisite remediation placement.

Baseline Status

The baseline data on remediation is the percentage of students who successfully completed remediation in fall 2013 (87.5% for English; 65.9% for Math) and then went on to successfully complete the entry-level math course the subsequent 2nd, 3rd, or 4th+ semesters. For English, 50% of students completed the college level course the next semester. For math, 25.4% successfully completed the college course the next semester (spring 2014), 38.3% by three semesters (summer 2014 and fall 2014), and 42.3% by the fourth semester (spring 2015).

Baseline (Standalone) Remediation Completion Rates

Interim Measures of Progress

During the pilot implementation year, 11.0% of all learning support math students were placed in the co-requisite remediation track; the remaining 89.0% were enrolled in the stand-alone learning support courses. Of the 20 learning support English students, all were enrolled in the stand-alone/traditional learning support course.

Co-requisite and Stand-alone Math & English Placement

*Total students includes first-time, full-time & all students (including non-traditional & transfer)

Standalone Remediation Measures: For fall 2014, the pilot implementation year for co-requisite remediation, math remediation completion rates improved to 74% for those students enrolled in “traditional” remedial courses (i.e., non co-requisite requirements). The percentage of students in standalone math remediation completing a college course within two semesters improved 10% (from 25.4% in fall 2013 to 35.9% in fall 2014).

Standalone Remediation Completion

Implementation of Co-requisite Remediation:  Thirty-seven students were placed into co-requisite math remediation. Of those, 54.1% passed college-level math within a semester and 56.8% in two semesters.

Co-requisite Remediation Pilot Year Completion

Measures of Success

As indicated in the section above, standalone math remediation completion and completion of a college course within two semesters following remediation have shown improvement. In addition, co-requisite remedial track completion rates for the most recent fall data indicate about half of the students are successfully completing these course requirements within 1 (54.1%) or 2 semesters (56.8%).

Lessons Learned

In 2015-16, the University transitioned to placement guidelines emphasizing co-requisite remediation. As the number of students enrolled in the co-requisite courses increases further comparisons can be made on success rates with a goal of increasing completion by 5% in the next 2 academic years.