Imagine starting college, excited to chase your dreams, only to be told you need to take extra classes before you can even begin. For many students, remedial courses—classes designed to help catch up on skills like math or English—have been a frustrating first step. But what happens when colleges decide to skip these courses altogether? A groundbreaking 10-year study in Tennessee reveals surprising answers, and the results might change how we think about helping students succeed. Let’s dive into this eye-opening story and explore what it means for students, colleges, and the future of education.
What Are Remedial Courses, and Why Do They Matter?
Remedial courses, sometimes called developmental education, are classes for students who aren’t quite ready for college-level work. Think of them as a bridge to help students who struggled in high school catch up on skills like algebra or essay writing. These courses don’t count toward a degree, which can make them feel like a detour—costing time and money without moving students closer to graduation.
For years, colleges relied on remedial classes to prepare students. But many noticed a problem: students stuck in these courses often dropped out before ever reaching college-level classes. This led to a big question: Are remedial courses helping or holding students back? Tennessee decided to find out by trying something bold—replacing remedial classes with a new approach called corequisite courses.
Keyword Focus: Remedial courses, developmental education, college readiness
Tennessee’s Big Experiment: Dropping Remedial Classes
In 2015, Tennessee’s public colleges, especially its community colleges, made a daring move. They stopped requiring stand-alone remedial courses and introduced corequisite courses instead. In corequisite classes, students enroll directly in college-level courses (like English 101 or College Algebra) while getting extra support, like tutoring or additional class time, to help them succeed.
A team from the University of Delaware studied nearly 100,000 students over a decade to see how this change worked. Their findings, shared in a draft paper in 2024, are both exciting and surprising. At first, the results looked promising—students were passing more college-level courses, earning credits faster, and staying on track. But as the years went on, an unexpected pattern emerged.
External Link: The Hechinger Report – A Decade of Data
The Good News: More Students Passing Courses
The study found that corequisite courses helped students jump right into college-level work. Instead of spending a semester or two in remedial classes, students were tackling courses like introductory math or English from day one. The results?
- More Credits Earned Early: Students passed more college-level courses in their first year compared to those in traditional remedial classes.
- Better Access to Advanced Courses: Students moved on to higher-level math and English classes faster, keeping them on track for their degrees.
This was a big win. By removing the remedial “detour,” students felt like they were making real progress. For many, this boost in confidence and momentum was a game-changer.
Keyword Focus: Corequisite courses, college-level courses, student success
The Unexpected Twist: Graduation Rates Stay Flat
Here’s where things get interesting. While students earned more credits early on, the study found no increase in graduation rates. After three years, students in corequisite courses had about the same number of total credits as those who took remedial classes. Even more surprising, the percentage of students earning associate or bachelor’s degrees didn’t go up.
Why didn’t this early success lead to more graduates? The researchers dug deeper and found a troubling trend: lower-achieving students—those with very low high school test scores (like ACT scores below 13)—were more likely to drop out. These students struggled in college-level courses, even with extra support, and many left college without a degree or certificate.
Internal Link: Explore our guide on supporting struggling college students
Why Some Students Struggled
The study points to a few reasons why corequisite courses didn’t work for everyone:
- Not Enough Support: Corequisite classes vary widely. Some students got a “double dose” of math or English, with extra class time, while others only got minimal tutoring. For students far behind, this wasn’t always enough.
- High School Gaps: Many students arrived at college with weak skills because of challenges in high school. As Florence Xiaotao Ran, the study’s lead researcher, said, “It’s not their fault. It’s the K-12 system that failed them.”
- Emotional Impact: Failing a college-level course can hit harder than failing a remedial one. It can hurt a student’s GPA and confidence, making them more likely to give up.
This raises a big question: Are corequisite courses the right fit for every student, or do some need more time to build their skills?
Keyword Focus: College dropout rates, student support, high school preparation
What Experts Say: Don’t Give Up on Corequisites
Despite the mixed results, experts like Thomas Brock from the Community College Research Center believe corequisite courses are still a step forward. “The old remedial system failed too many students,” Brock says. “The answer isn’t to go back, but to improve corequisites with more support.”
Brock suggests colleges offer tailored help, like one-on-one tutoring or flexible class schedules, to meet students where they are. He also points out that no student dreams of taking remedial courses—they want to dive into college and feel like they belong.
External Link: Community College Research Center
Lessons for the Future: Helping Every Student Succeed
Tennessee’s study teaches us that there’s no one-size-fits-all fix for college readiness. Corequisite courses can work wonders for some students, especially those close to being ready for college-level work. But for others, particularly those with bigger skill gaps, more is needed. Here are some ideas to make corequisites even better:
- Customized Support: Offer more intensive help, like small-group tutoring or online resources, for students who need it.
- Better High School Prep: Work with high schools to strengthen math and English skills before students reach college.
- Mental Health Resources: Support students emotionally to help them stay motivated, even if they hit roadblocks.
Internal Link: Learn about mental health resources for college students
Why This Matters for Students and Colleges
This study isn’t just about numbers—it’s about real people trying to build better lives. For students, corequisite courses can mean a faster path to a degree, but only if they get the right support. For colleges, it’s a chance to rethink how they help students succeed, especially as high school achievement levels continue to drop.
The findings also matter for policymakers. More than 20 states, from California to Florida, have adopted corequisite models. Tennessee’s data is a wake-up call to make sure these programs work for all students, not just some.
Keyword Focus: College success, education reform, student retention
What’s Next for College Readiness?
Tennessee’s decade-long experiment shows that bold changes can bring big rewards—but also new challenges. Corequisite courses are a promising tool, but they’re not a magic fix. To help every student cross the finish line, colleges need to combine innovative teaching with personalized support.
If you’re a student, parent, or educator, this study is a reminder: college readiness is a team effort. By working together—colleges, high schools, and communities—we can make sure every student has a fair shot at success.
Call to Action: Have thoughts on how colleges can better support students? Share your ideas in the comments or check out our resources on student success strategies.
