We investigated the impacts of project REAL (Redesigning for Equity & Advancing Learning), a research-based program that supports faculty in redesigning classes to improve teaching, learning and equitable student outcomes. To evaluate the effects of increased learning and student outcomes, we compared student grades in downstream courses given they took a project REAL redesigned prerequisite or a non-redesigned version. We examined 9 prerequisite courses across 9 departments and 13 downstream courses. We tested effects across gender, race, EOP students, transfer students, and first generation students. We found generally, courses show either strong positive effects in increased grades for students or neutral effects.