Effects of a special remedial program at Glendale Community College were investigated to determine if there was any significant difference in college academic performance and persistence between students enrolled in the Developmental Studies program and those with similar reading and math characteristics who elected to enroll in other remedial learning courses. The Developmental Studies program consisted of five special courses taught by the team approach: basic communications, individual reading and writing, basic math, self-awareness, and career planning. The study sample consisted of all students in the fall 1974 Developmental Studies program (n=24) and a randomly selected control group chosen from among those with similar pre-admission test scores on the Cooperative Guidance and Placement Test (n=24). Student records data for the period fall 1974 to June 1977 were collected. Findings revealed that greater persistence among Developmental Studies students was significant for the first semester only. There was a notably nigher culumative grade point average among Developmental Studies students than among controls, but no greater number of units were completed over the three year period. A bibliography is included. (Author/TR)