States are increasingly switching at least part of their strategy regarding developmental education to a co-requisite model. With this approach, colleges place students who need remediation into credit-bearing, "gateway," English and math courses, but pair those courses with additional required support. Statistics seem to indicate greater success with this technique, when compared to the traditional strategy of requiring students to complete DE before moving on to credit classes.
Here is a new report from Complete College America, indicating preliminary impressive results in some states. Please have a look and share the report, particularly if you are in the DE field.
Not surprisingly, there is controversy. The pilot programs cited are often funded with revenue from philanthropic foundations. And the co-requisite approach is expensive, so it's uncertain how states could make the switch wholesale without a serious shifting of priorities, especially if the gateway courses become the default placement for all students.
Some students complain that the required additional non-credit coursework involves extra tasks that other students don't have to do. (Some might respond, "Yes, that's the idea.") Faculty members have stated that the addition of more unprepared students in credit-bearing classes forces them to slow the pace of instruction.
Finally it is unclear at this point whether co-requisite remediation works for all sorts of students or merely for the ones chosen to participate so far. This is an important factor to watch.
If your school is participating in co-requisite reform, please share the results with colleagues around the state.