Are Prerequisites Really the Problem of Developmental Education? Reviewing Corequisite and Prerequisite Models in the State of Texas

Abstract

This paper intends to explore the evolving landscape of DE in Texas; it will examine the effectiveness of these models on student success. This will particularly synthesize previous works to provide an overview of critics and advocates of these DE models, with keen interest in recent shifts towards corequisite. Historically, DE has been criticized for delaying students’ academic progress and increasing their cost of completion. As a way of responding, Texas has been at the forefront of implementing approaches like corequisite. With the purpose of enhancing retention and completion rate, this seeks to integrate students more seamlessly into college-level coursework. This paper aims to offer grounded perspectives that can influence future policy decisions in the State of Texas and potentially beyond.