New Brookings research questions how effective corequisite support is for underprepared students in math within the Kentucky Community and Technical College System. While corequisite support showed positive results in English—improving first-year pass rates by five percentage points—corequisite and prerequisite approaches had no significant impact in math. The study suggests the observed “corequisite effect” in math may be driven by student completion of gateway courses through route changes rather than improved performance in college-level math itself. The report also indicates that adding prerequisites on top of corequisite support does not help the least prepared students. For institutions designing developmental and gateway pathways, the findings complicate assumptions that corequisite models translate uniformly across subjects. The study emphasizes that the most effective strategy for preparing students for college math may depend on how corequisite models are implemented. Administrators may need to recalibrate placement, advising, and course design while preserving access to college-level coursework.