TX Corequisite Project: HB 2223

HB2223 Implementation FAQ

The Texas Corequisite Project is tasked to offer statewide professional development opportunities & events beginning with a survey to better understand all stakeholders needs and this Directory of innovative practices and research for Texas college and university faculty and administrators who are involved in the implementation and scaling of the corequisite model under the HB2223 passed by the 85th Legislature.

The Texas Corequisite Project is funded by the Texas Higher Education Coordinating Board and sponsored by Austin Community College, Austin Texas.

A corequisite model is an instructional strategy whereby undergraduate students who are not certified as college-ready under the Texas Success Initiative Assessment (TSIA) are co-enrolled or concurrently enrolled in a developmental education course or non-course-based option (NCBO) and the entry-level, credit course within the same semester.

The developmental component provides support aligned directly with the learning outcomes, instruction, and assessment of the entry-level credit course, and makes necessary adjustments as needed in order to advance students’ success in the entry-level course.

A Peer Learning Directory (PLD) is an online resource that identifies and promotes content in support of initiatives. This PLD provides project/program support for 1.) professional development content and for 2.) high-impact educational practices.

1. Professional Development content includes materials on face-to-face and online asynchronous and synchronous training on topics including models and model development, data, evaluation and assessment, marketing and support examples, meeting and conference content as well as legislative references and THECB supporting information.

2. High Impact Strategies content for underprepared students includes

• existing resources 
• appropriate peer-reviewed journals
• comparable online sources
• publications 

and

• ​descriptions of and - where possible - links to promising practices being implemented at public institutions of higher education
  • in-state
  • out-of-state
  • identifying program information including
    • name of the institution implementing the practice
    • identified point of contact
    • student population being served by the practice
    • descriptions of the practice
    • outcomes of the practice include the measures/indicators of success.