Developmental math courses have long been considered a barrier for students (Benken et al., 2015), especially for minority and low-income students, who are enrolled in developmental courses disproportionately to their peers (Chen, 2016). Research has shown that various redesign efforts (e.g., multiple measures placement, corequisite support, shortening or eliminating developmental courses) have improved throughput rates and the overall student experience (Boatman, 2012; Jaggars et al., 2014; Scott-Clayton et al., 2014; Sepanik, 2023). Drawing upon Vygotsky's (1978) social development theory and the educational concept of ability tracking, this study aimed to determine the impact of a developmental math program redesign on the throughput rate of first-time, full-time students. Using data from nearly 13,000 students spanning 9 years, the study found the developmental math program redesign improved throughput rates for all students, regardless of sex, race, socioeconomic status, or degree of study. [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.]