Forty-two of 47 public community colleges in Texas currently offer developmental/compensatory programs. Programmatic goals fall into two categories: (1) the improvement of cognitive skills to the extent that students can progress into credit courses; (2) affective development to improve student self-concept, provide motivation and a successful educational experience in order to reduce attrition rates. Students are generally counseled into the programs on the basis of low scores on entry exams, and often have a history of low scholastic achievement, are returning to school after a long absence, or are educationally or economically disadvantaged. Although the programs are remarkably diverse in extent, nature, and organizational structure, they are characterized by small classes, innovative instructional methodology, and a redefinition of the roles of instructor and counselor, assigning counseling as a part of the teaching process. The difference in organizational structure has resulted in a variety of accounting procedures; thus, little data are available regarding relative costs. Most of the responding colleges have instituted some evaluation or follow-up procedures for their programs. Appended are a summary fact sheet, enrollment and contact hour data for the programs, and formula rates for funding, fall 1974. (NHM)