Keywords
quantitative literacy, corequisite, access, equity, remediation
Abstract
In Fall 2018, remedial mathematics courses were eliminated from the 23-campus California State University system under Executive Order 1110. Incoming first-year students were placed into college credit-bearing mathematics courses with options for corequisite support. This study examines the academic outcomes for students at California State University Monterey Bay in a college credit level quantitative literacy (QL) mathematics course with optional corequisite support during the 2018-2019 academic year. Taken together, the results of this study suggest that required remediation is not necessary for success in college-level QL. The corequisite support model also has potential to support more equitable outcomes for all students. However, further study is needed to identify institutional, departmental, and pedagogical best practices for effective corequisite support in QL.
DOI
https://doi.org/10.5038/1936-4660.14.1.1373
Recommended Citation
Clinkenbeard, Jennifer E.. "Course Design and Academic Outcomes in Quantitative Literacy After Eliminating Required Remediation." Numeracy 14, Iss. 1 (2021): Article 3. DOI: https://doi.org/10.5038/1936-4660.14.1.1373
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Word version of Oct 28 submission
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