Corequisite Learning in College Level Composition Courses

This study examined student learning outcomes in corequisite-supported and standalone entry-level English composition courses at an urban private college. Over two semesters, student achievement was assessed through analysis of pre- and post-test writing samples from 11 sections of the standalone course (N = 153) and 5 sections of the corequisite-supported course (N = 49) using a rubric aligned with program learning outcomes representing core writing competencies. Descriptive analyses revealed that students in the corequisite course entered with lower baseline proficiency yet demonstrated substantial progress across all rubric criteria by the end of the semester, achieving learning outcomes comparable to those in the standalone course. Course pass rates were high for both groups, and progression to subsequent English courses exceeded 80% across semesters. Findings highlight the effectiveness of a well-aligned corequisite model taught by the same instructor and underscore the importance of faculty continuity and assessment-driven course design. Keywords: assessment, corequisite, learning, course design