In 2017, Kentucky eliminated traditional remedial education courses and implemented a statewide corequisite model instead. Seven years later, the results show students progress faster through college and complete degrees at higher rates.
The shift represents a fundamental change in how states address college readiness. Rather than requiring students to take standalone remedial courses before tackling college-level work, the corequisite model pairs support instruction with regular courses. Students take math or English alongside supplemental help, eliminating the semester delays that come from remediation alone.
Kentucky's data demonstrates the policy works. Students move through degree programs more quickly and advance to higher-level coursework at faster rates. This acceleration reduces the time and cost of earning a degree, a major barrier for many students.
The state's approach aligns with national research showing remedial education often delays completion without significantly improving outcomes. Community colleges and four-year institutions across the country have adopted similar models, though Kentucky's statewide mandate created a more uniform implementation than piecemeal adoption elsewhere.
The success matters beyond Kentucky. States struggle with college completion rates, particularly for underprepared students who face the largest barriers to finishing degrees. By demonstrating that corequisite support can replace remediation without sacrificing rigor, Kentucky offers a scalable blueprint. Other states watching completion metrics have begun exploring similar transitions.
The policy also addresses equity concerns. Students from low-income backgrounds and underrepresented groups disproportionately test into remedial education, which can derail timely completion. Corequisite models keep all students on the same timeline while providing necessary support, reducing the racial and socioeconomic disparities in degree attainment.
Kentucky's seven-year window provides solid evidence of sustainability. Early pilots sometimes show promise that fades after scaling up. The fact that progress persists suggests the model works across different institutions and student populations within the state