COREQUISITE SUPPORT IMPLEMENTATION AND IMPACT FOR LOW-PLACEMENT-PROFILE STUDENTS POST-AB 705 - Research Brief

Oct 15, 2026

Research briefs the implementation and effects of corequisite support under AB 705 across California Community Colleges from 2019–20 through 2023–24. It examines how enrollment in concurrent support courses compares with developmental education and standalone transfer-level classes for low-placement-profile students using Multiple Measures Assessment Project evidence. Participation remains limited and outcomes are mixed: English completion is similar across formats, while math completion is higher in standalone courses. Effectiveness varies widely by college, indicating implementation differences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Research Overview

Corequisite Support Basics

Implementation and Enrollment

Impact

Conclusion

Multiple Measures Assessment Project

Research Brief: COREQUISITE SUPPORT IMPLEMENTATION AND IMPACT FOR LOW-PLACEMENT-PROFILE STUDENTS POST-AB 705 Research Overview Developmental education reform advanced by AB 705 and furthered by AB 705 promotes the use of corequisite support. Colleges provide this academic assistance via a separate support course taken concurrently with transfer-level math or English courses—to increase timely completion among students with a low placement profile based on their high school grade point average (HS GPA) and coursework (see sidebar) . Research from the Multiple Measures Assessment Project examines corequisite implementation and enrollment across the California Community Colleges (CCC) system since AB 705 (2019–20 through 2023–24). It also examines its impact on students’ timely completion of transfer-level English and math compared to those who started in developmental education coursework pre-AB 705 and standalone courses since the legislation’s implementation. More than five years into AB 705 implementation, corequisitesupported English and math are widely available across the CCC system. Yet student participation remains limited, especially among those with a low placement profile. Impact is mixed. In English, completion rates in corequisite and standalone courses are similar for low-placement-profile students. In math, standalone courses yield higher outcomes for this group. Corequisite Support Basics • Identified as a primary intervention in AB 705 and 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-placementprofile students, based on low overall high school GPA and/or given their course-taking history. Learn more about statewide default placement rules. Implementation and Enrollment Corequisites are now systemwide, but most students still take standalone transfer-level courses. Nearly all colleges offer transfer-level English and math with corequisite support. Yet only 10% of English students and 12% of math students enroll in these sections, with section counts and enrollments declining since their 2019–20 peak. Zeroing in on low-placement-profile students, fewer than one in four take corequisite-supported English or math. Corequisite sections are also filled primarily with higher-performing students, especially in English and Statistics and Liberal Arts Math (SLAM). Science, Technology, Engineering, and Math (STEM) and business math sections with corequisite support are more likely to enroll the intended population. Figure 1. Percent of corequisite-supported English enrollments by placement band and academic year Figure 2. Percent of corequisite-supported SLAM enrollments by placement band and academic year Figure 3. Percent of corequisite-supported STEM math enrollments by placement band and academic year Figure 4. Percent of corequisite-supported business math enrollments by placement band and academic year Impact Students with a low placement profile who start at the transfer level with corequisite support significantly outperform those who begin in developmental education, regardless of discipline. Across English and math, one-year completion rates are substantially higher than for pre-AB 705 development education courses (Figures 5-6) . In English, outcomes in corequisite and standalone sections are similar, while in math, standalone sections produce higher completion than those with corequisite support (Figure 7, p. 3) . Figure 5. One-year English completion (%) for students with a low placement profile by starting course type Figure 6. One-year math completion (%) for students with a low placement profile by starting course type At the same time, corequisite effectiveness varies widely across colleges, suggesting implementation differences. Completion rates for low-placement-profile students in corequisitesupported courses s

FAQs

What is corequisite support under AB 705 and AB 1705?

Corequisite support enrolls students in a separate support course taken concurrently with the required transfer-level English or math course. It targets low-placement-profile students based on low overall HS GPA and/or course-taking history.

How widely is corequisite support implemented, and who participates?

Corequisite-supported English and math are broadly available across the CCC system, but most students still take standalone transfer-level courses. Enrollment in corequisite sections is limited, with fewer than one in four low-placement-profile students participating.

How do outcomes differ between corequisite-supported and standalone courses for low-placement-profile students?

In English, completion rates for low-placement-profile students are similar between corequisite and standalone sections. In math, standalone courses produce higher one-year completion than corequisite-supported courses, with large variation across colleges.

Oct 15, 2026

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