The Corequisite Research Design Collaborative (CRDC) convened its member researchers, practitioners, and policy leaders to explore the findings of Dr. Sean Pepin’s report, The Challenges of Scaling Gateway Mathematics Corequisites. During the convening discussions centered on recent findings and learnings about effective corequisite design and implementation and identified questions to inform further research and focus.

The College of Coastal Georgia is incorporating mindset activities into their corequisite math courses in order to increase student success.

This tool allows users to view, sort, and compare math course requirements for degrees and majors across public four-year institutions in Texas.

This report discusses the emerging national trend of offering corequisite support for first-semester calculus courses.

This report summarizes the research indicating the need for additional supports for students enrolled in corequisite math courses.

This toolkit is a guide for establishing a formal, streamlined, and systematic way to help students connect with student services and other support resources, and to encourage self- advocacy and increased use of campus resources.

This toolkit describes a three-phase process for communicating support resources to students in corequisite and gateway mathematics and English courses.

This memo from Rick Luttman in April 1987 outlines the items that distinguished the mathematics program at SUNY-Potsdam.

This toolkit presents design principles for implementing corequisite mathematics and provides tools and resources to make them actionable. It supports faculty members, advisors and administrators in adopting corequisites that ensure college students – in particular those who are Black, Latinx, Indigenous, first-generation and from low-income communities – are provided the supports they need to be successful. Authored by the Dana Center with support from Strong Start to Finish and Education Commission of the States.

Call to action statement that encourages mathematics departments to expand access such that more students are allowed to enter directly into Introductory Statistics, and to eliminate or replace stand-alone prerequisite courses that do not adequately prepare students for statistics content.