A mandatory developmental education program at Vincennes University Junior College (Indiana) was evaluated, based on Roueche's standards for successful developmental programs. The college tests all incoming students whose scores on the American College Testing Program/Scholastic Aptitude Test suggest the need for remediation. Students who need remediation are placed in developmental reading, writing, and mathematics courses, as required. Additional options include study skills, speech, and spelling courses. Evaluation findings include: placement tests given during freshman orientation indicated that about one-fourth of the fall 1984 students required developmental courses; those who tested out of developmental courses exhibited significantly higher persistence and graduation rates than either the large developmental population or the entire class; women completed more hours and had higher first and second semester grade point averages, and the retention rate of developmental students (to fourth semester) was about 52%. A statement of the college's developmental placement policy is appended, along with information on the statistical programs that were used to evaluate students. (SW)