The University of Texas as Austin鈥檚 Charles A. Dana Center recently profiled 每日大赛网站鈥檚 co-requisite developmental math successes in their publication聽聽(No. 4, 2018). In their article 鈥淪caling Co-Requisite Supports at the University of Central Arkansas: Perspective from a Four-Year Higher Education Institution,鈥� they describe the challenges, solutions, and results of the department鈥檚 co-requisite Foundations of College Algebra and Foundations of Quantitative Literacy.聽In particular, they highlighted the department鈥檚 success rates by ACT mathematics subscores. Students who earned a ACT subscore of 16, for example, had a 90% completion rate in Foundations of Quantitative Literacy and an 85% completion rate in Foundations of College Algebra.

According to the article, Dr. Kurt Boniecki, Associate Provost for Instructional Support, 鈥渦nderstood that math faculty who had worked on the Progressive Math implementation were understandably disappointed by the decision to transition to full-scale, co-requisite math courses. Boniecki credits their willingness to make a data-driven decision because 鈥榤ath faculty鈥rust the numbers.鈥� Overall, the article shared what worked for the math faculty and their students and how the department has adopted the co-requisite model over the past few years so that more students are served.

“We also piloted corequisite College Algebra in 2015. We had several different versions of algebra at that time, from a standalone intermediate algebra to an eight-week accelerated course, but we immediately realized that the corequisite model was outperforming the others. It only took us one semester to say, 鈥榯his is far better than what we鈥檙e doing.鈥�…聽In the corequisite algebra course, we are averaging an 85 percent success rate. Last fall, we had a 92 percent pass rate. Successful completion of the transitional writing course is at about 80 percent.”

Dr. Amy Baldwin, Ed.D
Chair, Department of Student Transitions
University of Central Arkansas