Constructing Corequisites: How Community Colleges Structure Corequisite Math Coursework and the Implications for Student Success

States and broad-access colleges are rapidly scaling corequisite coursework—a model where students concurrently enroll in college-level and developmental coursework—in response to dismal completion rates in traditional “developmental” sequences. At community colleges, evidence suggests that corequisite reforms can dramatically improve students’ completion of required college-level courses, but colleges often implement new programing and sequences with limited information. We analyzed administrative data from Texas community colleges implementing a statewide corequisite mandate. Our results illustrate: (a) how colleges structured corequisite courses in response to the statewide mandate, and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements—including mixed-ability college-level classes, higher credits for the dev-ed corequisite support course, and using the same instructor across both the college-level and dev-ed course—improve students’ probability of passing college-level math, though these course design elements do not appear to predict long-term outcomes like persistence in college.