States and broad-access colleges are rapidly scaling corequisite coursework—a model where students concurrently enroll in college-level and developmental coursework—in response to dismal completion rates in traditional “developmental” sequences. At community colleges, evidence suggests that corequisite reforms can dramatically improve students’ completion of required college-level courses, but colleges often implement new programing and sequences with limited information. We analyzed administrative data from Texas community colleges implementing a statewide corequisite mandate. Our results illustrate (a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements—including mixed-ability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course—improve students’ probability of passing college-level math, though these course design elements do not appear to predict long-term outcomes like persistence in college.

为了应对传统“发展”序列中令人沮丧的完成率，各州和广泛访问的大学正在迅速扩大必要课程——一种学生同时参加大学水平和发展课程的模式。在社区学院，有证据表明，并存改革可以显着提高学生完成所需的大学水平课程，但大学通常会在信息有限的情况下实施新的计划和序列。我们分析了德克萨斯州社区学院实施全州并存任务的行政数据。我们的结果说明了（a）大学如何根据全州范围的要求构建并修课程，以及（b）并修课程特征如何预测学生的学习成果。