An alarming number of students enter community college underprepared for college-level mathematics. As open access institutions, community colleges must lay the foundation for success for these students by providing supports needed to ensure student success in college-level coursework. The pedagogues presented in this paper are applicable across disciplines as they are based upon research-based and proven methodologies. The findings of the quasi-experimental research performed by the authors demonstrate that application of the methodologies discussed show promise and should be repeated and brought to scale.
Ragsdale, T. L., Akin, R., & Warren, G. (2021). Co-requisite Redesign Leads to Increased College Algebra Success and College Completion. Journal of Access, Retention, and Inclusion in Higher Education, 4(1). Retrieved from https://digitalcommons.wcupa.edu/jarihe/vol4/iss1/5