The purpose of this study was to evaluate the effectiveness of co-requisite education on gateway mathematics, predicated on the Reinforced Instruction for Student Excellence (RISE) model, at a large urban community college (LUCC) in North Carolina. The research study explored the success rates in gateway mathematics courses in relation to the COVID-19 pandemic as well as the educational model; investigated the relationship between co-requisite course success and the associated gateway mathematics course success; and compared the findings to the anticipated and realized outcomes of the system office. Overall, students enrolled in a standalone gateway course had higher success rates in every gateway mathematics course than their counterparts who required a supplementary co-requisite course. In relation to the COVID-19 pandemic and switching of education models, there were substantial differences in success rates for students enrolled in standalone gateway mathematics courses. And, for students enrolled in a gateway mathematics course alongside a co-requisite, there was a significant relation between student success in gateway mathematics courses and student success in the respective co-requisite course. These findings provide a more comprehensive perspective of co-requisite remediation through five gateway mathematics courses over a single course; additionally, it supplements prior research surrounding North Carolina Community College System's RISE model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]