Last Fall, Tennessee expanded its use of a co-requisite approach to math, writing, and reading at all of its 13 public community colleges. The Board of Regents’ latest study indicates that the approach was successful, overall, in facilitating students’ completing credit-bearing courses compared to traditional developmental education approaches four years ago. College-level course passing rates also increased for minority, adult, and low-income students. Despite the promising results, Tennessee still has much to learn about the differences in course delivery among the community colleges. Another recent research study seems to support some of the efficiency seen in Tennessee. The Community College Research Center at Columbia University’s Teachers College’s report indicated that using a co-requisite model is more cost effective than traditional remediation, and also improved student engagement.