A pilot study was conducted to determine whether a computer-generated attendance monitoring system at Vincennes University (Indiana) could increase the academic success of developmental students and of students in two occupational programs currently having high attrition rates. The matched-classes pilot study was conducted during the fall semester of 1989. Ninety-six independent t-test comparisons of experimental and control populations (total N=7,249) showed that the number of D/F grades was significantly reduced in the experimental group. experimental group. The impact was greatest on developmental students and among classes scheduled at 8:00 a.m. The proportion of D/F grades among developmental mathematics students was found to be 17% less among the test group and the pass rate 13% greater. The D/F proportion in another developmental course was 12% lower than fall 1988, and the success rate (grades A, B, C) was 10% higher than last year for both the 1989 experimental and control populations. In regard to the 8:00 a.m. classes, a 31% decrease in D/F grades and 33% increase in "pass" grades were realized in developmental math classes. An increase of about 5% in success rate was realized for test students in all pilot study courses taught at 8:00 a.m. or in the evening. Positive reactions were received by both parents and academics. Contains a 16-item bibliography. (GLR)