This study used a randomized controlled trial to determine whether students, assessed by their community colleges as needing an elementary algebra (remedial) mathematics course, could instead succeed at least as well in a college-level, credit-bearing introductory statistics course with extra support (a weekly workshop). Researchers randomly assigned one-third of the participants to one of three types of courses: traditional elementary algebra; traditional elementary algebra plus a weekly workshop; or college-level, credit-bearing, introductory statistics plus a weekly workshop. The experiment was conducted at three urban CUNY community colleges: Borough of Manhattan Community College; Hostos Community College; and LaGuardia Community College. There were 721 participants combined across the three colleges. Their mean age was 21.1 years (SD = 5.5), and 54% of them were female. Researchers collected the final grades for each participant in the experiment, as well as their high school records and assessment test scores. Adding a weekly workshop to a traditional remedial elementary algebra course seemed to improve students' performance above the usual (low) pass rate. However, students in college-level introductory statistics with a weekly workshop passed at an even higher rate. Students with relatively high placement test scores and grades in high school, and students who registered for their classes relatively early, were particularly likely to pass the statistics course. A table is appended.