A new statewide working paper from CALDER at the American Institutes for Research evaluates Kentucky’s corequisite developmental education reform across 16 community and technical colleges. Using ACT placement cutoffs for first-time freshmen enrolled from 2019–20 through 2023–24, researchers measured effects on initial college-course taking, completion, credits earned, and persistence. In English, students just below the higher ACT cutoff assigned to corequisite support were more likely to take college English and pass it in the first year, with modest gains in credits and English GPA. Math results were more mixed: corequisite support appeared to help students with very low math skills pass non-college algebra courses, but did not show measurable benefit for college algebra. The study also finds that prerequisites before accessing supported college-level coursework slowed students’ progress, with no measurable positive effects for students routed through prerequisite sequences.