Findings of two doctoral research studies analyzing the organizational and instructional characteristics of successful reading and mathematics developmental programs in Texas community colleges are presented in this report. The first paper describes a 1989-90 analysis of developmental reading test scores to determine the characteristics of the most successful developmental reading programs in the state with at least 20% Hispanic and/or African-American representation. This paper indicates that programs were evaluated with respect to aggregated reading test rate, and provides the following characteristics common to the eight most successful programs: (1) a whole-language approach employing computer-assisted instruction, study skills, mentorships, and method evaluation; (2) administrative support for developmental studies; (3) written philosophy and goals; (4) academic department control; (5) academic counseling after assessment; (6) secondary assessments for placement; (7) course restrictions and strict attendance policy; (8) student orientation; and (9) class sizes limited to 20 or less. The second study reviews a similar study examining developmental mathematics programs in Texas, concluding that successful programs assigned high value to basic skills education; were offered through the math department; had well-defined policies and practices regarding assessment and placement of remedial students; and offered lecture-based instruction with math laboratories for learning support. (KP)