With research indicating that upwards of 50 percent of all new entering postsecondary education students are placed into remedial education and that students placed into remedial education are less likely to earn a postsecondary credential, policymakers and postsecondary leaders alike have committed themselves to transforming remedial education in their states. New research revealing the underlying causes of low success rates for remedial education students has led to promising new models that have resulted in dramatic increases in student success. At the heart of the new research and improved practice is the realization that placing students into multi­-semester, non-credit remedial course sequences as a pre-requisite to enrollment in college-level gateway courses results in most students leaking out of the system and never making it to a college gateway course. In addition, research has also revealed that assessment and placement practices at many colleges result in many college-­ready students being placed into remedial courses. Consequently, innovators have found great success with models that place significantly more students directly into college-level courses and provide them additional academic support as a corequisite. With corequisite models showing student success rates in college-level gateway courses that are two or three times better than traditional models, postsecondary leaders and state policymakers are moving aggressively to implement corequisite remediation reform at scale. There is a growing sense that the adoption of corequisite models can result in significant increases in the percent of students placed into remedial education who complete gateway math and English courses in one academic year. Considerations for policymakers and postsecondary leaders considering corequisite support as a new solution are introduced.