The "Guided Studies" program at a comprehensive community college was evaluated. The program was designed to restrict student course enrollment until academic deficiencies could be erased through successful completion of courses in developmental education. The persistence rates and academic performance of students placed in the program were compared with those of students entering prior to the adoption of the program but with the same academic deficiencies. Student records were analyzed for 743 first-time students in fall 1983 and 563 first-time fall 1984 students. These students were tracked for 2 years, and a follow-up survey was conducted for the fall 1984 group during the 1986-1987 academic year. Results indicate that the "Guided Studies" program improved student persistence. Academic performance, as measured by grade point average (GPA), was about the same for the two groups even after controlling for persistence. The results are analyzed by part-time and full-time credit load, major type, employment status, and cumulative GPA. 9 references. (Author/SW)