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.

This chapter tells a story of course reform, describing in a fresh and candid way the steps taken toward change and the results achieved. The authors emphasize that instructors need considerable support in order to teach differently, as well as underscore the need to consider scalability of reform even at the pilot stage.