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The passage narrates a reform’s trajectory: removing placement tests increases access to credit-level math, but first-term pass rates fall as the advising system adapts. A subsequent intervention—targeted workshops early in the term—raises success rates above the previous baseline, with notable gains for returning adults. Synthesizing these elements, B reflects the central claim: there was an initial adjustment cost, then a net improvement after supportive scaffolds were added. A is refuted by the later improvement. C is contradicted by the finding that returning adults benefited when not shunted into remedial tracks. D ignores the role of proactive advising via workshops, which helped outcomes. On Nelson–Denny main-idea questions, integrate time phases (pre-reform baseline → initial dip → improved outcomes) and identify the causal lever (first-four-week workshops). Choose the option that preserves nuance: reforms often require complementary supports to realize their promise.