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In co-requisite remediation, students who have been assessed as not yet ready for college work receive extra help while they take a college-level course instead of receiving a traditional, prerequisite remedial (developmental) course in mathematics, reading or writing. Evidence of the greater effectiveness of co-requisite remediation, as compared to traditional remediation, has been steadily accumulating.
Yet some people say that evidence does not exist. Here I give some of the statements that I have heard about the inadequacy of evidence supporting co-requisite remediation, describe some of the extensive evidence that we do have and provide some of the reasons that the evidence isn’t better known.
First, some background on co-requisite and traditional remediation. The theory behind traditional remediation is that some students do not have college-level skills, and that taking and passing a remedial course will put such students on an equal footing with other students when they all take college-level courses together. But traditional remediation usually does not have positive results.
Currently, around 68 percent of new college freshmen in public community colleges and 40 percent in public four-year colleges take at least one remedial course in reading, writing or mathematics (somewhat more often in math), but most…