This chapter considers difficulties with traditionally organized developmental math course sequences from the literature and practice. We then report initial student success findings following the system-wide implementation of a corequisite model in developmental math.

In this Brief the authors first report on evidence about the effectiveness (or, unfortunately, in too many cases, the ineffectiveness) of remediation and then provide information about the progression of students through the developmental sequence. They discuss problems associated with the crucial assessments and make a brief statement about…