This document presents a brief summary of findings and actions over the last two years in three areas of Germanna Community College's overall student outcomes assessment program. First, program-placed students were tracked from developmental courses into subsequent collegiate coursework. While developmental student performance was roughly comparable to non-developmental students in subsequent English courses, completion rates in a transfer math course sequence were lower. Second, transfer data indicated that Germanna students performed equally well in senior college English and psychology courses compared to students who completed prerequisites at the senior college. However, lack of additional empirical data from Germanna's primary transfer destinations has impeded more extensive assessment of transfer student success. Third, enrollment in technology-mediated courses (telecourses, compressed video and Web-based courses) was found to represent 4% of total credit instruction during 1997-98, an increase after a decline in enrollment during 1996-97. The "non-completion rate" for telecourses in 1997-98 was 17.5%, compared to a 9% rate for traditional on-campus courses. Only 38% of respondents who enrolled in the most popular compressed video course (Spanish) said they would recommend it to a friend as a compressed video course, while 76% would recommend it as a non-video course. (PGS)