Strong Start To Finish
Policy Report

Principles for the Design and Delivery of Co-requisite Mathematics Supports

March 1, 2021
Alison Kadlec, Majid Dadgar

Increasingly, our nation is recognizing and confronting the systemic inequities in our public institutions that have denied social and economic opportunities to generations of individuals from minoritized communities. This critical time calls upon postsecondary institutions, systems, and agencies to reexamine their own policies and practices to ensure more equitable outcomes for Black, LatinX, Native American, and Asian American students, and for those who are first-generation college students or who come from low-income backgrounds. Ending policies that require prerequisite remedial education and creating conditions to scale co-requisite academic support* address one significant barrier that disproportionately delays or denies students from minoritized communities access to a postsecondary degree.