Different developmental mathematics programs are offered at various institutions across the United States. Many vary from state to state, and even college to college within states. One of the designs that has emerged as a frontrunner is the co-requisite model. This pilot study builds on previous success of the model by exploring the effect of pass rates when the placement range for co-requisite courses is expanded. The goal is for the pilot results to help indicate whether or not more students should place directly into the co-requisite model, bypassing the prerequisite stand alone. Results are promising, and continue to show success for this model.