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

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

This toolkit presents design principles for implementing corequisite mathematics and provides tools and resources to make them actionable.

Complete College America In order to increase the number of students earning postsecondary credentials, CCA argues that long-sequence remedial coursework is not effective.

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.

The Tennessee Board of Regents (TBR) conducted a study of its co–requisite remediation effectiveness for its pilot year, Fall 2014 to Spring 2015, and full implementation, Fall 2015.

This study focused on the challenges of at-scale corequisite mathematics course development and implementation based on the experiences of 21 system leaders, college administrators, and faculty across four states.

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

A fully scaled corequisite support model that uses common course textbooks and exams helps underprepared students complete their gateway mathematics courses in their first year, removing a persistent barrier to degree completion.

This report outlines the progress toward SStF Arkansas Initiative goals from 2018-2020. It also presents the persistent scaling challenges that Arkansas higher education stakeholders face, as they work to increase equitable access and outcomes in undergraduate English and mathematics.