1.4 Developmental Education, Corequisite Support, and the HB 2223 Framework
Key Takeaways
THECB defines a corequisite as enrollment in a developmental course or non-course-based option (NCBO) and the entry-level credit course in the same subject during the same semester.
House Bill 2223 (85th Legislature, 2017) required institutions to scale corequisites, phasing in 25%, 50%, and then at least 75% of developmental students by 2020–21.
Texas Education Code §51.336(c) sets the ongoing floor: at least 75% of students in developmental coursework, other than adult basic or basic academic skills education, must be in corequisite models.
Passing the entry-level credit course in a corequisite pairing demonstrates college readiness in that subject.
Placement is holistic: advisers combine the TSIA2 diagnostic profile with factors such as GPA, prior coursework, motivation, and life circumstances.
Developmental Education, Corequisite Support, and the HB 2223 Framework
Quick Summary: A TSIA2 result below a benchmark does not keep a student out of college. It triggers advising, an individual plan for academic success, and developmental education support. Since House Bill 2223 (85th Texas Legislature, 2017), most of that support must be delivered in a corequisite model, where the student takes the entry-level credit course and aligned support in the same semester.
Why Texas Rebuilt Developmental Education
THECB reports that more than 40% of students entering Texas public institutions do not meet state college readiness standards, and most of them start at community and technical colleges. THECB also reports that among students not ready in math or ELAR, only 40%–60% meet readiness standards within two years, and only about 25%–40% go on to complete a college-level course. Under the older prerequisite sequence model, a student could spend one or more semesters in non-credit developmental courses before reaching the first credit course, and many students left along the way.
A corequisite model removes that waiting period. In THECB's words, the developmental component "provides support aligned directly with the learning outcomes, instruction, and assessment of the entry-level credit course."
What House Bill 2223 Requires
HB 2223 added a corequisite requirement to the TSI statute. It is now codified at Texas Education Code §51.336(c):
- Each institution must develop and implement developmental education using a corequisite model, in which a student takes a developmental education course and a freshman-level course in the same subject area concurrently. This covers every subject in which the student is referred to developmental coursework.
- The requirement applies to developmental coursework other than adult basic education or basic academic skills education.
- At least 75% of an institution's students in that developmental coursework must be enrolled in corequisite models.
The requirement was phased in:
| Academic year | Minimum share of developmental students in corequisites |
|---|---|
| 2018–2019 | 25% |
| 2019–2020 | 50% |
| 2020–2021 and each later year | 75% (statutory floor) |
The 75% figure is a floor, not a ceiling. Many institutions now place nearly all eligible developmental students in corequisites. Students whose skills fall in adult basic education ranges may be served through adult education or basic academic skills programs instead.
What Happens After a Below-Benchmark Result
THECB rules require the institution to do two things.
- Advise the student about the developmental education needed.
- Build an individual plan for academic success. The plan includes career advising, course-based and/or non-course-based developmental options, support services, a degree plan, regular contact with a designated person such as an adviser or mentor, next-semester registration, and differentiated placement.
Placement is holistic. Advisers combine the TSIA2 diagnostic profile (level and strand descriptors) with high school GPA or class rank, prior coursework and work experience, non-cognitive factors, and family-life circumstances. Two students with the same CRC score can reasonably receive different placements.
Corequisite Formats You May See
| Format | How it works | Example pairing |
|---|---|---|
| Paired developmental course | The student enrolls in the credit course plus a linked developmental course in the same semester | ENGL 1301 with an integrated reading and writing (INRW) support course |
| Non-course-based option (NCBO) | Support that does not follow a traditional course format, overseen by an instructor of record: tutoring, supplemental instruction, or labs | MATH 1332 or MATH 1342 with a weekly NCBO lab |
| Course pairing / extended contact | The support is aligned to the credit course's assignments and assessments and often meets right before or after it | College Algebra section with added guided-practice hours |
Course numbers for the support components vary by institution. The entry-level credit courses use the Texas Common Course Numbering System (for example ENGL 1301, MATH 1314, MATH 1324, MATH 1332, MATH 1342).
THECB rules also list other acceleration strategies, such as compressed courses, modular or emporium models, and mathematics pathway models. In a mathematics pathway model, the student may meet the math readiness standard only for specific courses (for example statistics or contemporary math, rather than College Algebra). Students must be told this, because changing majors can require more work.
How a Student Becomes "TSI Met" After Placement
A student can demonstrate readiness in several ways:
- Pass the entry-level credit course in a corequisite pairing. THECB rules treat successful completion of the credit course as proof of readiness, regardless of performance in the developmental component.
- Retest on TSIA2 and meet the benchmark. Retesting is allowed at any time, subject to availability.
- Complete developmental coursework or interventions and meet the institution's exit criteria.
- Qualify for an exemption, for example by completing college-level coursework in the subject with a C or better.
If a student in a corequisite model does not pass the credit course, the institution must review and revise the student's plan. It must also offer competency-based options to help the student become ready.
Strategic Takeaways for Test Takers
- Studying before the first attempt can still save time and money. Meeting the benchmark avoids required support components.
- A below-benchmark result is not a dead end. In a corequisite model you still earn college credit in your first semester.
- Read your diagnostic profile closely. It shows which strands (for example Algebraic Reasoning or Content Revision and Editing for Conventions) to target before a retest.
- Dual-credit rules for high school students differ. Developmental education is not offered to high school students, so check with your counselor.
What does Texas Education Code §51.336(c), as enacted through House Bill 2223, require of Texas public institutions?
That developmental education be abolished at all public community colleges
That every non-exempt student complete at least two semesters of non-credit remedial coursework
That tutoring be removed from developmental education so students rely only on credit courses
That at least 75% of students in developmental coursework, other than adult basic or basic academic skills education, be enrolled in corequisite models
How does a corequisite developmental education model function for an entering student who does not meet TSIA2 college readiness benchmarks?
The student enrolls concurrently in a college-level credit course and a companion support course in the same semester
The student must complete a multi-semester sequence of non-credit remedial classes before enrolling in college credit courses
The student is placed on academic suspension until they achieve a passing score on a retest
The student receives automatic credit for general education courses without attending classes
What is a Non-Course-Based Option (NCBO) in Texas developmental education?
A standardized exam waiver offered exclusively to varsity collegiate athletes
A developmental intervention such as tutoring, supplemental instruction, or a lab, overseen by an instructor of record and not structured as a traditional course
A degree plan that eliminates all general education mathematics and composition requirements
An off-campus internship required for graduation from all public vocational programs
A student who did not meet the TSIA2 mathematics benchmark is placed in MATH 1342 with an aligned non-course-based support lab and earns a B in MATH 1342. What is the student's TSI status in mathematics?
Still not college ready until the student retests and scores at least 950 on the Math CRC
College ready only if the student also earns diagnostic level 6 on a later retest
College ready, because successful completion of the entry-level credit course in a corequisite model demonstrates readiness
Exempt from all future mathematics requirements at every Texas institution regardless of major
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