A study examined the first year of implementation of a college reading program developed at the University of Arkansas at Monticello. The study consisted of two separate analyses. In analysis 1, the characteristics of students who were required to enroll in the remedial reading program were studied to determine trends and develop profiles for the students who successfully exited the reading program in one semester, those who persisted for two semesters, and those who dropped out of school their first semester. Analysis 2 was designed to examine achievement outcomes and persistence effects. Results indicated that the major differences between the three groups of students who were required to take reading were in initial test scores, racial makeup, and age. The group of one semester completers had the highest test scores and was predominantly white, whereas the two semester persisters and reading dropouts were predominantly black. The dropouts were disproportionately older than the other two groups. Although most remedial students had not yet experienced the usual first year college courses, their persistence in college was encouraging. Reading test results indicated that the one semester completers had an overall initial and final pattern of reading achievement which was higher than either the two semester persisters or reading dropouts. (Eighteen references are attached.) (MG)