The closure of equity gaps is a foundational component of the work of Tennessee community colleges. According to the Tennessee Board of Regents' (TBR) equity policy, this commitment means "ensuring that each student has access to a high-quality education and that each student receives what they need to be successful through the intentional design of the college experience" (TBR, 2019b). Yet, low-income students, Black and African American students, and returning adults are disproportionately impacted by learning support policies. Additionally, equity gaps persist in outcomes like retention and graduation rates. This paper will seek to further understand low-income students' placement and outcomes since corequisite learning support reforms were implemented in fall 2015. [The Education Commission of the States' "Strong Start to Finish" network supported this project.]