A statewide Kentucky evaluation finds corequisite developmental education support improves outcomes for students positioned just below college-level thresholds, but benefits are uneven—especially in math pathways tied to algebra. The March 2026 CALDER working paper, produced through the American Institutes for Research, examines the Kentucky Community and Technical College System’s corequisite implementation across 16 colleges starting fall 2019. Researchers report that students near the English cutoff were more likely to take and pass college English, earned additional credits, and posted higher English GPAs. Math effects were more mixed: corequisite support helped some students pass non-college algebra courses but did not show measurable benefit when students faced prerequisite requirements before moving into supported college-level work.