Serving English Learners Under HB 2223: A Qualitative Analysis of Corequisite Reform Implementation in Texas

Abstract

This study examines how faculty in Texas higher education institutions perceive and support English Learner (EL) students in corequisite developmental education courses mandated by House Bill 2223. Corequisite models aim to accelerate underprepared students into credit-bearing coursework with concurrent support, yet questions remain about their effectiveness for ELs, a diverse population with varied linguistic and educational backgrounds. Drawing on qualitative data from 116 faculty across 20 institutions, the study explores educators’ views on EL needs, instructional practices, and implementation challenges. Findings indicate that faculty questioned the adequacy of standardized placement measures for capturing EL readiness and emphasized the importance of personalized, culturally responsive instruction. Effective practices included integrating language and literacy support into coursework, fostering collaboration among faculty and advisors, and engaging families and communities to support student belonging and persistence. Overall, the findings suggest that corequisite reforms can support EL acceleration, but only when paired with holistic, culturally responsive, and collaborative institutional practices. These results underscore the need for policies that prioritize equity alongside efficiency in accelerated developmental pathways.