[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586335-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586335-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","revealing-readiness-how-corequisite-placement-designs-shape-student-outcomes","Revealing Readiness - How Corequisite Placement Designs Shape Student Outcomes","","Revealing Readiness analyzes how corequisite placement designs influence student outcomes in postsecondary developmental education. It examines shifts from prerequisite models to corequisite models, and from single test-based placement to multi-measure approaches using GPA, course patterns, and noncognitive assessments. MDRC researchers work with eight community colleges to implement a new placement system in fall 2024, then study first-semester English and math results, faculty implementation insights, and conduct a cost feasibility analysis.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/revealing-readiness-how-corequisite-placement-designs-shape-student-outcomes/586335/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/revealing-readiness-how-corequisite-placement-designs-shape-student-outcomes/586335.png","ImageObject",300,407,{"name":42,"@type":43},"Quinn Holloway","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the key difference between prerequisite and corequisite placement models?","Question",{"text":63,"@type":64},"In a prerequisite model, students take a non-credit developmental course before advancing. In a corequisite model, students enroll in college-level coursework while receiving concurrent academic support.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How did MDRC study the effects of changes in placement policies?",{"text":68,"@type":64},"Researchers collaborated with eight community colleges, implemented a new placement system in fall 2024, and analyzed outcomes using placement recommendations, course enrollment, and first-semester grades in English and math, along with faculty and staff implementation insights.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the findings say about students placed into corequisite courses?",{"text":72,"@type":64},"Not all students placed in corequisite courses need them; at the analysis colleges, students placed directly into college-level courses were about as likely to complete the course as those in corequisite, and earned more overall college credits, especially in English.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586335,1792165623,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":90,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},2336474466712,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","REVEALING  \nREADINESS  \nHow Corequisite Placement Designs Shape Student Outcomes  \nDan Cullinan Lena Novak Liam Tsao  \nGilda Azurdia Byeong Hyeon So  \nApril 2026  \nRevealing Readiness  \nHow Corequisite Placement Designs Shape Student Outcomes  \nDan Cullinan, Lena Novak, Liam Tsao, Gilda Azurdia, and Byeong Hyeon So  \nAPRIL 2026  \nFUNDERS  \nAscendium Education Group provided funding for the Coreq Assess study and for this report.  \nThe following organizations support dissemination of MDRC publications and our efforts to communicate with policymakers, practitioners, and others: Arnold Ventures, Ascendium Education Group, Yield Giving/MacKenzie Scott, and earnings from the MDRC Endowment. Contributors to the MDRC Endowment include Alcoa Foundation, The Ambrose Monell Foundation, Anheuser-Busch Foundation, Bristol-Myers Squibb Foundation, Charles Stewart Mott Foundation, Ford Foundation, The George Gund Foundation, The Grable Foundation, The Lizabethand Frank Newman Charitable Foundation, The New York Times Company Foundation, Jan Nicholson, Paul H. O’Neill Charitable Foundation, John S. Reed, Sandler Foundation, and The Stupski Family Fund, as well as other individual contributors.  \nThe findings and conclusions in this report do not necessarily represent the official positions or policies of the funders.  \nFor information about MDRC and copies of our publications, [see our website: www.mdrc.org](see our website: www.mdrc.org).  \nCopyright © 2026 by MDRC®. All rights reserved.  \nOVERVIEW  \nThe postsecondary developmental (remedial) education landscape is changing. In recent years, corequisite models have emerged as a promising alternative to the traditional prerequisite model. In a prerequisite model, college students with developmental education needs are typically required to take a non-credit-bearing course before progressing to college-level courses. Under a corequisite model, students enroll in a college-level course and concurrently receive related academic support, often in the form of a separate course section. Studies have shown that corequisite models can help students stay in and graduate from college.  \nMany states and institutions are also reexamining how students are placed in courses, moving from standardized test-based placement policies to placement policies that incorporate multiple measures of academic preparedness such as high school grade point average (GPA), high school course-taking patterns, and noncognitive assessments.  \nTo learn more about how community colleges are modifying their placement policies and to understand the effects of these changes, MDRC researchers collaborated with eight community colleges across the country to learn about their current placement policies and to develop anew placement system. The research team then worked with the colleges to implement this new system in the fall semester of 2024.  \nAfter implementation, the research team analyzed outcomes for students under the original and study placement systems—including students’ placement recommendations, the courses they enrolled in, and their grades in their first-semester English and math courses. The research team also gathered insights from college faculty and staff members about the design of their corequisite models as well as factors that supported and hindered implementation . Finally, MDRC conducted a cost analysis to understand the feasibility of developing and implementing these new placement policies.  \nKey findings from MDRC’s focus group sessions with college staff members include:  \n• Corequisite models aim to help students succeed in college through targeted support and skill building, but they can fall short of meeting the diverse needs of all learners.  \n• When designing a new placement policy, colleges may consider how previous knowledge and existing models can inform their approach, how to effectively incorporate high school GPA (which was the most common measure used to determine student readiness), and how t","cbCaia6P3zxmSkzd","https://ap.wps.com/l/cbCaia6P3zxmSkzd","pdf",3519463,"English","# Overview\n## Introduction\n## About the Study\n## Study Recruitment\n## Roadmap to the Report\n# Understanding Corequisite Model Design and Implementation\n## Implementation Findings\n## Placement Systems: Original and Study Designs\n## Types of Placement Policies\n## Lessons from Designing and Implementing New Placement Policies\n# Impact Analysis\n## Data Sources and Follow-Up Period\n## Primary Analysis Sample\n## Main Findings\n# Costs\n## Direct Costs\n## Indirect Costs\n## Net Costs\n# Conclusion","[{\"question\":\"What is the key difference between prerequisite and corequisite placement models?\",\"answer\":\"In a prerequisite model, students take a non-credit developmental course before advancing. In a corequisite model, students enroll in college-level coursework while receiving concurrent academic support.\"},{\"question\":\"How did MDRC study the effects of changes in placement policies?\",\"answer\":\"Researchers collaborated with eight community colleges, implemented a new placement system in fall 2024, and analyzed outcomes using placement recommendations, course enrollment, and first-semester grades in English and math, along with faculty and staff implementation insights.\"},{\"question\":\"What do the findings say about students placed into corequisite courses?\",\"answer\":\"Not all students placed in corequisite courses need them; at the analysis colleges, students placed directly into college-level courses were about as likely to complete the course as those in corequisite, and earned more overall college credits, especially in English.\"}]","Revealing Readiness - How Corequisite Placement Designs Shape Student Outcomes | PDF",1792057616,202]