Using an ex post facto analysis of outcomes data, this paper tracks the academic performances of developmental and non-developmental students and examines the effects that developmental courses have on subsequent academic progress leading up to graduation. Three-year data on developmental students and graduates were analyzed to discern the characteristics of students graduating from the College, and to compare and contrast the characteristics of developmental and non-developmental students who graduated. The College graduates were categorized into four groups with respect to their academic preparation as suggested by their placement scores. During the three-year period considered, over 61% of the College's graduates took one or more developmental courses. This study shows that there is a positive link between the number of developmental courses taken and time to graduation. Consistent with prior studies, it is remarkable that developmental students perform equally well in college level courses as non-developmental students, depending on the number of pre-college level courses taken. As higher education institutions are facing increasing demands for accountability and performance requirements, accurate assessment and placement of students needing interventions become more imperative. However, accountability measures linked to retention, graduation rates, and federal student financial aid may disadvantage community colleges, especially because roughly two-thirds of community college students attend part-time and require remediation.