Saxon, David PLane, Forrest C2023-05-232023-05-232023-052023-05-01May 2023https://hdl.handle.net/20.500.11875/3884Community colleges have transitioned from traditional developmental course sequences to accelerated corequisite remediation models to provide students with an expedited pathway to college-level courses. This study was designed to compare the mean percentage of passes for participants enrolled in 4 and 6-contact hour corequisite English courses. This study also examined students enrolled in a top-level developmental English course (ENG091) and its role in preparing students to succeed in ENG101. This nonexperimental, quantitative study was based on a secondary data analysis. Large-scale data across 10 colleges were obtained from the Maricopa County Community College District (MCCCD) institutional research database, Chi-squared tests (χ2) were also conducted to examine first-year composition course success rates for students enrolled in (a) a 4-contact hour corequisite English course and (b) a 6-contact hour corequisite English course and to examine first-year composition course success rates for students enrolled in (a) a top tier developmental English course (ENG091) and (b) corequisite English courses. The study indicated that increased corequisite contact hours did not lead to higher success rates in a first-year composition course (ENG101). The results also found no significant difference in the successful completion of ENG101 between students enrolled in a corequisite English course and those who registered for a top-tier developmental English course (ENG091) unless a grade of W was excluded from the analysis. These findings suggest that corequisites with fewer contact hours may be a better course option for some underprepared students. Withdrawal rates across all remediation platforms continue to be a consistent problem across institutions of higher learning and one worthy of further investigation.application/pdfEnglishDevelopmental Education, Corequisite RemediationThesis2023-05-23