Louisiana has made significant progress in reforming remedial education, with impressive early results from implementing corequisite courses, especially in English. Recent data indicates a dramatic increase in pass rates among students enrolled in corequisite English courses, reflecting a state-wide commitment to educational reform and improved student outcomes.
In the 2020–21 academic year, the success rate for students completing credit-bearing English courses at Louisiana’s public colleges was notably low, at just 12%. However, after adopting the corequisite model, these numbers surged dramatically, reaching 60% by the fall semester of 2023. This significant improvement showcases the effectiveness of shifting from traditional remediation to integrated support models.
The transformation, driven by the Louisiana Board of Regents, involves the state’s 28 public colleges and universities. According to Tristan Denley, Deputy Commissioner of Academic Affairs and Innovation at the Louisiana Board of Regents, these results represent a promising step toward broader credential attainment and improved educational outcomes across the state.
Why Louisiana prioritized the shift to corequisite education
This strategic reform aligns closely with Louisiana’s ambitious education initiative, Louisiana Prospers, which aims to increase the state’s credential attainment rate to 60%. Currently, Louisiana stands at 51%, a marked increase from 45% in 2021. Achieving this goal required addressing significant barriers within foundational English and mathematics courses, traditionally seen as significant hurdles to student success.
Unlike traditional remediation, which often unintentionally signals to students that they are not fully prepared for college-level work, corequisite courses adopt an asset-based approach. This method directly enrolls students in college-level courses while simultaneously providing targeted academic support. Research consistently shows that students enrolled in corequisite models are more likely to persist, graduate on time, and experience reduced financial strain.
Other states, including California, Georgia, Illinois, and Tennessee, have similarly adopted corequisite courses, witnessing substantial improvements in student success rates. Louisiana’s recent results confirm these positive outcomes and further validate the corequisite approach.
Implementing corequisite education: a collaborative approach
Louisiana began the transition to corequisite courses in the spring of 2022, providing institutions an 18-month timeline to roll out mathematics programs and subsequently implement English courses. The mathematics corequisite model, launched in fall 2023, also demonstrated significant success, with completion rates increasing from 11% in traditional remedial math to 52% in corequisite math classes.
Rolling out such comprehensive changes required extensive collaboration among faculty, administrative staff, and leadership across institutions. Each campus had flexibility to adapt the program based on specific needs, ensuring effectiveness and responsiveness to local conditions.
To facilitate a smooth transition, the Louisiana Board of Regents organized regular technical assistance sessions and professional development opportunities. Notably, the “corequisite academies” brought together more than 150 faculty members teaching math and English corequisite courses to exchange strategies, identify common challenges, and create a cohesive community of educators dedicated to student success.
Addressing student mindset to improve outcomes
A critical aspect of the corequisite education model is addressing students’ self-perception and confidence, particularly in subjects like mathematics, where anxiety can significantly hinder performance. To tackle this challenge, Louisiana introduced “Mindset Meauxtivators,” a specialized faculty development initiative emphasizing a growth mindset. Over 200 corequisite faculty have participated, with selected individuals serving as campus-level champions, promoting best practices and positive student mindsets.
The future of corequisite education in Louisiana
As the state continues to implement and refine corequisite courses, the Louisiana Board of Regents remains committed to extensive data collection and analysis. By identifying and understanding completion trends across various student groups and institutions, Louisiana aims to continuously improve these programs and further enhance student outcomes.
In addition to data analysis, ongoing efforts will focus on providing faculty with modern pedagogical tools and methods specifically suited to corequisite instruction, acknowledging the unique demands this teaching style presents compared to traditional remedial courses.
Ultimately, while credential attainment remains central to the current strategy, future efforts in Louisiana will focus on ensuring that earned credentials meaningfully enhance socioeconomic mobility. As Deputy Commissioner Tristan Denley emphasizes, the ultimate goal is ensuring the credentials students receive are transformative, positively impacting not only individual students but also their families and communities.
By maintaining this comprehensive approach, Louisiana is not only improving short-term educational outcomes but also setting the stage for long-term socioeconomic benefits, solidifying the role of higher education as a cornerstone of community growth and prosperity.
