Kentucky’s statewide shift from prerequisite remedial education to corequisite models is showing measurable gains, according to reporting that tracks outcomes for learners needing academic support. Seven years after the change, nearly two-thirds of students placed into college-level math are now passing—more than doubling the rate under the prior prerequisite system. The article ties progress to a corequisite structure that enrolls students directly in college-level courses while providing targeted academic support, rather than requiring stand-alone prerequisite remediation that delays credit accumulation and adds credential cost. It also highlights a continuing structural barrier: placement systems at some colleges still steer students away from college-level courses even when evidence suggests they can succeed in gateway classes. The reporting notes skepticism about corequisite reforms during learning-loss concerns, but says the Kentucky results counter the idea that the approach fails for students with gaps. For higher education leaders and policymakers, the Kentucky evidence is a benchmark for broader remediation redesign efforts—especially as institutions face scrutiny on degree value and student outcomes.