Corequisite Math Might Be Less Effective Than Previously Thought

A new study published in the journal "Research in Higher Education" on June 26, 2026, suggests that corequisite math models, which allow students to enroll in college-level math courses alongside a support class, may not be as effective as previously believed for improving student success rates. The research, conducted by a team at the University of Texas at Austin, analyzed data from over 50,000 students across 15 community colleges in Texas between 2018 and 2022. The findings indicate that while corequisite models did show a slight increase in completion rates for introductory algebra, the effect was marginal, with only a 3% improvement compared to traditional prerequisite pathways. Furthermore, the study found no significant difference in the pass rates for subsequent, more advanced math courses between students in corequisite programs and those who completed prerequisite courses. The researchers noted that the support classes often lacked sufficient individualized attention, with student-to-instructor ratios averaging 30:1, potentially hindering deeper understanding. The study also highlighted that students from underrepresented minority groups and those from lower socioeconomic backgrounds, while initially benefiting from access to college-level math, did not show sustained improvements in the long term. The authors recommend that institutions re-evaluate their corequisite math strategies and consider alternative interventions, such as enhanced tutoring services and more flexible learning pathways, to better support student achievement in mathematics.