Is the Devil in the Details?: Do Differences in Design Influence the Success of Co-requisite Supported Courses?

Community colleges across the country are deeply engaged in reforming developmental education. Among the reform efforts, co-requisite models show strong promise for improving students' college-level skill attainment. However, there is considerable variability in how co-requisite supports are implemented, and it is unclear to what extent differences in course design features influence effectiveness. In collaboration with Rutgers University, this study will identify particular course design features that improve the effectiveness of co-requisite-supported math and English courses in community colleges.