Corequisite Support Implementation and Outcomes for Low Placement Students

Developmental education reform advanced by AB 705 emphasizes the use of corequisite support—academic assistance provided through a concurrent support course alongside transfer-level English or math to improve timely completion for students with low placement profiles based on high school GPA and coursework.

More than five years into implementation, corequisite-supported English and math are widely available across the California Community Colleges. However, systemwide data show mixed patterns:

Enrollment

While nearly all colleges offer corequisite sections, most students still take standalone transfer-level courses.

The percentage of students enrolled in corequisite sections:

10% of English students and 12% of math students.

Both section counts and enrollments have declined since their 2019–20 peak.

Outcomes

Students with low placement profiles who begin in transfer-level courses with corequisite support consistently outperform those starting in developmental education. Compared to standalone transfer-level courses, one-year completion rates are similar in English and higher in math.

Effectiveness varies substantially across colleges, pointing to differences in how corequisites are designed and implemented.

Overall, these findings suggest that improving outcomes for students with low placement profiles will require refining corequisite models, better understanding which implementation approaches are most effective, and exploring enhanced courses that embed support directly into transfer-level instruction.

Check out the research brief and full technical report to learn more.

Visit the Multiple Measures Assessment Project (MMAP) webpage for additional resources and information about AB 1705 research from MMAP.

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