Corequisite Support for Students With a Low Placement Profile in the California Community Colleges - Implementation and Impact Post-AB 705

Oct 15, 2026

Report presenting five-year evidence (2019–20 through 2023–24) from the RP Group’s MMAP on how corequisite support was implemented across California community colleges after AB 705. Corequisite courses pair an academic support course taken concurrently with transfer-level English or math. Analysis examines enrollment patterns and whether students with a low placement profile receive sufficient support to complete transfer-level English and math on time, compared with students in developmental education or standalone courses before and after AB 705.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages43

Reading Time1 h 48 min

AccessFree to download

Executive Summary

Introduction

In This Report

Data and Methods

English

Scope of English Corequisite Support Implementation

English Corequisite Support Impact

Spotlight on Corequisite English Success

Math

Scope of Math Corequisite Support Implementation

Math Corequisite Support Impact

Conclusion

Appendices

Corequisite Support for Students With a Low Placement Profile in the California Community Colleges: Implementation and Impact Post-AB 705 Five-Year Trends, 2019–2020 through 2023–2024 Daisy Segovia Mallory Newell Lauren Ilano Kelley Karandjeff January 2026 [www.rpgroup.org/mmap](www.rpgroup.org/mmap) Table of Contents EXECUTIVE SUMMARY ............................................................................................................. 3 INTRODUCTION ...................................................................................................................... 7 In This Report ......................................................................................................................................... 7 Data and Methods .................................................................................................................................. 8 ENGLISH .............................................................................................................................. 10 Scope of English Corequisite Support Implementation ..................................................................... 10 English Corequisite Support Impact ................................................................................................... 13 Spotlight on Corequisite English Success ........................................................................................... 15 MATH................................................................................................................................... 16 Scope of Math Corequisite Support Implementation......................................................................... 17 Math Corequisite Support Impact ....................................................................................................... 23 CONCLUSION ....................................................................................................................... 25 APPENDICIES ....................................................................................................................... 29 Executive Summary INTRODUCTION In California, a key aspect of the developmental education reform advanced by Assembly Bill (AB) 705 and furthered by AB 1705 is the use of corequisite support for community college students. Corequisite courses offer academic assistance via a separate support course taken concurrently with transfer-level math or English courses. These courses are designed to help students who desire or need extra support to succeed in the English and math courses required by their program of study. This approach particularly seeks to boost completion rates in transfer-level English and math among students with a low placement profile, based on their high school coursework and grade point average (GPA) (see sidebar) .1 This report details new findings from the Research and Planning Group for California Community Colleges’ (The RP Group) Multiple Measures Assessment Project (MMAP) on corequisite support implementation and enrollment across the California Community Corequisite Support Basics • Identified as a primary intervention in AB 705 and AB 1705. • Involves student enrollment in a support course concurrent with the transfer-level English or math course required for their program. • Intended to provide academic assistance to low-placement-profile students, based on low overall highschool GPA and/or given their coursetaking history. Colleges since AB 705 implementation (2019–20 through 2023–24) . It also looks at the impact of corequisite support on students’ timely completion of transfer-level English and math—both compared to students starting in developmental education courses pre-AB 705 and to students enrolled in standalone courses without this support post-AB 705. It particularly explores whether students with a low placement profile are receiving the support they need to succeed in thes

FAQs

What is corequisite support in the context of AB 705?

Corequisite support pairs a separate academic assistance course taken concurrently with the transfer-level English or math course. It is intended to help students who need additional support succeed in required coursework.

How has corequisite-supported English been implemented across California colleges since 2019?

About 90 of 115 colleges offering transfer preparation provided corequisite-supported transfer-level English each year after AB 705. Despite availability, enrollment shares for corequisite-supported sections stayed around 10%, with sections and enrollments peaking in 2019–20 and then declining.

Does corequisite support reach students with a low placement profile?

Enrollment data indicate corequisite-supported English courses are mostly filled by students with higher placement profiles. Fewer than one in 10 students in corequisite-supported English courses had a lower high school GPA, and less than one-quarter of students with a low placement profile enrolled in corequisite-supported English by 2023–24.

Oct 15, 2026

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