Many colleges and universities require prerequisites prior to enrollment in introductory composition courses; however, enforcement of prerequisites is not consistent across institutions. In this study, we examine the impact of an automated, mandatory prerequisite enforcement system on students and advisors at a public comprehensive university. Results indicate that prerequisite systems are positively associated with student outcomes including improved GPAs and retention rates; furthermore, while functioning similarly to prescriptive advising, prerequisite systems can also facilitate developmental advising relationships between students and academic advisors.
Soria, K. M., & Mumpower, L. (2012). Critical Building Blocks: Mandatory Prerequisite Registration Systems and Student Success. NACADA Journal, 32(1), 30–42. https://doi.org/10.12930/0271-9517-32.1.30