Abstract
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.