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Framing Corequisite Reform: Examining Staff Perceptions and Buy-in of a Statewide Dev-ed Reform Mandate

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  • Lauren Schudde
  • Kamil Q. Brown
  • Catherine Ramirez

Abstract

States and colleges nationwide are adopting corequisite reforms, where students assessed as not meeting college-readiness standards concurrently enroll in developmental and college-level coursework. Leveraging frame analysis—an approach drawn from collective action research—and interviews with 49 actors at 16 community colleges implementing a statewide corequisite mandate, we examine how institutional actors construct meaning of the status quo and reformed dev-ed systems and how they assign responsibility for solving identified problems. Examining the microprocesses experienced by institutional agents may explain the lack of buy-in among college personnel responsible for implementing dev-ed reform—surprising given growing evidence of the effectiveness of corequisites—and variation in reform take-up. Our findings on the frames used by implementing actors illuminate individual-level processes underlying lags in reform implementation and, for policymakers and administrators, can inform potential counterframes to spur further action and overcome resistance.

Suggested Citation

  • Lauren Schudde & Kamil Q. Brown & Catherine Ramirez, 2025. "Framing Corequisite Reform: Examining Staff Perceptions and Buy-in of a Statewide Dev-ed Reform Mandate," The Journal of Higher Education, Taylor & Francis Journals, vol. 96(2), pages 279-305, February.
  • Handle: RePEc:taf:uhejxx:v:96:y:2025:i:2:p:279-305
    DOI: 10.1080/00221546.2024.2341592
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