In the past decade, a variety of political and economic issues have contributed to changing the landscape of American higher education. Among these issues is a shortfall of college educated laborers for the workforce, the increasing costs of college attendance, and the subsequent expansion of student debt. State politicians and decision makers have responded to these issues with mandates affecting the design, delivery, and evaluation of remedial courses. Unfortunately, developmental educators have had little input into discussions of these mandates while being held accountable for their success. Although many of the reforms discussed do contribute to improved college completion, it remains to be seen how far they will "move the needle."