Sharp, Laurie, A.2022-03-162022-03-162022-03-11Sharp, L. A. (2022). Fully scaling up corequisite models in math: Challenges and successes. Journal of College Academic Support Programs, 4(2), p. 31–36.2577-9990https://hdl.handle.net/10877/15508DE programming in higher education should be designed to increase student success, and well-designed corequisite models have shown great potential as an accelerated option for completion of the first college-level course in math. With the support of a Texas Higher Education Coordinating Board grant, Tarleton State University, a member institution of the Texas A&M University System, revamped its developmental education (DE) program to exceed requirements for the Texas Success Initiative by fully scaling up student enrollment in corequisite models to 100%. Along with a multi-pronged approach to help students satisfy any TSI liabilities, Tarleton’s revamped DE program includes holistic advising practices that use multiple measures to inform placement decisions, a robust expansion of corequisite models, refinement of assessment protocols, inclusion of peer mentoring services, and two intervention options to address academic underpreparedness and issues with self-efficacy in math. Findings from the first year of implementation were favorable and demonstrated a significant increase in course completion when compared to the previous year. Limitations of this study and areas for future research were also discussed.Text6 pages1 file (.pdf)encorequisite modelseevelopmental educationmathstudent successArticlehttps://doi.org/10.36896/4.2fa2