Florida State University researchers spent the last year collecting and analyzing data on corequisite developmental education (DE) models in Texas as part of a four-year study that received a $1.5M grant from the U.S. Department of Education's Institute of Education Sciences. This study was proposed in response to Texas House Bill (HB) 2223, which requires all public colleges to implement corequisite DE wherein academically underprepared students receive DE support while enrolling in college-level English and math courses in the same semester. The third year of the study investigated how student success in integrated reading and writing (IRW)/English and math vary by precollege academic preparation and how corequisite strategies, including approaches to testing, vary by institutional context. [This report was published by the Center for Postsecondary Success (CPS).]