Utah SB 196 from the 2015 General Session challenged the State Board of Regents with increasing the number of students who complete their General Education Quantitative Literacy (QL) requirement senior year of high school. One thing needed to meet this goal: more Concurrent Enrollment Mathematics instructors. Utah System of Higher Education (USHE) math departments developed robust professional development programs to engage new educators in the Math 1030, 1040, and 1050 curriculum, more Concurrent Enrollment (CE) QL Math options have been made available, and the number of students completing their QL requirement through CE has increased as a result of SB 196 initiatives. To evaluate the strength of these efforts to involve public educators with Level 4 Mathematics endorsements, USHE analyzed data on the performance of students who took a CE math course(s) during 2016-17, who then took a subsequent math course during 2017-18 as a regular freshman. USHE collected data from the institutions on the education credentials of their math faculty so that the performance of students in subsequent math courses could be studied relative to the education credentials of the faculty member who taught the original CE math course(s). The methodology and findings are presented in this brief.