Rethinking the Corequisite Model: What Is It, Why Remedial English and Mathematics, and What Is Its Net Effect?
dc.contributor.author | Goudas, Alexandros M. | |
dc.date.accessioned | 2019-03-14T20:32:00Z | |
dc.date.available | 2019-03-14T20:32:00Z | |
dc.date.issued | 2018-10 | |
dc.description.abstract | No abstract prepared. | |
dc.format | Text | |
dc.format.extent | 3 pages | |
dc.format.medium | 1 file (.pdf) | |
dc.identifier.citation | Goudas, A. M. (2018). Rethinking the Corequisite Model: What Is It, Why Remedial English and Mathematics, and What Is Its Net Effect?. Journal of College Academic Support Programs, 1(2), pp. 48-50. | |
dc.identifier.issn | 2577-9990 | |
dc.identifier.uri | https://hdl.handle.net/10877/7923 | |
dc.language.iso | en | |
dc.publisher | Texas State University, The Education Institute | |
dc.source | Journal of College Academic Support Programs, Spring 2018, Vol. 1, No. 2, pp. 48-50. | |
dc.subject | education | |
dc.subject | corequisite courses | |
dc.subject | retention | |
dc.subject | academic performance | |
dc.subject | pass rates | |
dc.title | Rethinking the Corequisite Model: What Is It, Why Remedial English and Mathematics, and What Is Its Net Effect? | |
dc.type | Article |