English and Math Corequisite Developmental Education Policy

Purpose: The purpose of this policy is to implement a corequisite model of developmental education. This model provides immediate access to college-level English and mathematics courses for students needing additional academic assistance, thereby reducing traditional barriers to degree progression.

Applies to: All students enrolling in one or more of the following gateway courses: 1) ENGL 101 English Composition, 2) MATH 113 College Algebra, 3) Math 133 Quantitative Reasoning, and 4) MATH 143 Elementary Statistics.

Policy:

A. Placement and Enrollment

Enrollment in corequisite support will be determined by such placement measures as ACT scores, high school GPA, high school course grades, and placement tests. Based on these measures, some students will be required to enroll in corequisite support courses for ENGL 101 English Composition, their gateway math pathway course or both.

Students required to be enrolled in corequisite support who wish to withdraw from the corequisite support course will also be required to withdraw from the accompanying gateway course. In addition, students are not permitted to enroll in a corequisite support course without concurrent enrollment in the accompanying gateway course.

1. Statewide Placement Measures
   1. Statewide placement into ENGL 101 without corequisite support
      • ACT sub-score of 18+ in Reading and 18+ in English OR
      • 3.0 unweighted cumulative high school grade point average OR
      • ACT sub-score of 16+ in Reading and 16+ in English and B (not B-) in most recent high school English course OR
      • 2.7 unweighted cumulative high school grade point average and B (not B-) in most recent high school English course OR
      • SAT Evidence-based Reading and Writing of 500+ OR
      • Accuplacer Reading and Writing scores of 255+
      • Recommendation of the high school counselor for dual credit courses only (Institutional Measure)
   2. Statewide placement into MATH 113 without corequisite support
      • ACT sub-score of 22+ in Math OR
      • 3.25 unweighted cumulative high school grade point average AND B- or higher second semester Algebra 2 or Integrated Math 3 OR
      • 3.25 unweighted cumulative high school grade point average (Institutional Measure) OR
      • B- or higher in second semester Algebra II or Integrated Math III (Institutional Measure) OR
      • SAT Math of 540+ OR
      • ALEKS PPL 46 or higher OR
      • Accuplacer QAS score of 263+
      • Recommendation of the high school counselor for dual credit courses only (Institutional Measure)
   3. Statewide placement into MATH 133 and MATH 143 without corequisite support
      • ACT sub-score of 19+ in Math OR
      • 3.00 unweighted cumulative high school grade point average AND C- or higher second semester Algebra 2 or Integrated Math 3 OR
      • 3.00 unweighted cumulative high school grade point average (Institutional Measure) OR
      • C- or higher in second semester Algebra II or Integrated Math III (Institutional Measure) OR
      • SAT Math of 510+ OR
      • ALEKS PPL 30 or higher OR
      • Accuplacer QAS score of 255+
      • Recommendation of the high school counselor for dual credit courses only (Institutional Measure)

B. Corequisite Structure and Instruction

Corequisite support will be taken in the same semester as the gateway course. Corequisite sections will focus on "just-in-time" support, and active learning.

Gateway sections may include a mix of students requiring corequisite support and college-ready students to foster peer learning. Students in the developmental cohort meet outside of the gateway course for additional support. Additionally, in some gateway courses, students receive the corequisite support throughout a 5-credit-hour course that all enrolled students attend.

C. Curriculum and Credit

The corequisite curriculum will be tailored to the specific skills required for the paired gateway course. While the corequisite support courses do not count toward degree requirements, they do hold credit hour value for tuition and financial aid purposes and are included in the calculation of the student's cumulative grade point average.

D. Advising and Student Support

Academic Advisors will work with students to explain the corequisite model, ensuring students understand that it allows them to gain college credit while improving foundational skills.

EXCLUSIONS OR SPECIAL CIRCUMSTANCES

International students, students studying outside their home country on a temporary, non-immigrant visa, are exempt from this policy. They will be assessed individually for English placement by the department of English and Modern Languages.

Students who place into the gateway course without corequisite support will be reported to the Assistant Vice President/Student Success Center and the Assistant Vice President/Registrar for documentation. International students will take the gateway math pathway course appropriate for their major without corequisite support.

CONSEQUENCES

If a student does not pass the gateway course and does pass the corequisite support course, they will be required to retake both the gateway course and the corequisite support course. However, if a student passes the gateway course but does not pass the corequisite support course, they will not be required to retake the corequisite support course.