Corequisite Remediation: Spanning the Completion Divide

Breakthrough Results Fulfilling The Promise
of College Access for Underprepared Students

Complete College America’s new report, Spanning the Divide Through Corequisite Remediation, presents new and exciting data from five states that have seen dramatic improvements in gateway course success rates in both math and English. These states have scaled a statewide approach to academic support in which students who would have been placed into remedial education are instead enrolled in a college-level math or English course with additional academic support provided as a corequisite.  The session will review the report’s findings and some exciting tools for states and institutions are that are committed to implementing corequisite support.

One thought on “Corequisite Remediation: Spanning the Completion Divide

  1. Yes, move in the direction of corequisites; not much has changed when students were placed in learning modules such as: bluebirds, robins, cardinals, and crows — we all knew the crows were.

    Would it not have been beneficial if we were asked: how are you smart? instead of how smart are you?

    On the other hand, this is presently the challenge we face:

    Margaret Mead writes, “no one can complete an education” and “There is no end to education,” says Krishamurti, “It is not that you read a book, pass an examination, and finish an education. The whole of life, from the moment you are born to the moment you die, is a process of learning.” When it comes to general studies requirements and education in general, there is a certain degree of ignorance, resistance, and negativity.

    I was reading a thought-provoking and shocking article this morning, and it is relevant to this essay on Learning. For some, it is not only a question of learning to unlearn, it is a question of learning the fundamentals in the first place. The authors write:

    “Unfortunately, most students arrive with a relatively low level of motivation to learn. What is more, they have few of the skills essential to the process of learning. Most have a predictable set of deficiencies that it does well to recognize from the outset so that one can take them into account in the design and conduct of instruction. In our experience, the following characterizations profile the weaknesses of the overwhelming majority of students.”

    (How to Improve Student Learning by Dr. Richard Paul and Dr. Linda Elder, page 34 — 2007 – foundation for critical thinking press)

    In general, students:

    1. do only what is required of them
    2. tend to put off work on a project until they have a pressing deadline
    3. are weak listeners, readers, writers, oral communicators, do not use language with precision and care, have no intellectual standards, do not know how to assess – their own work, their own thinking, their own emotions, and their own life.

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