In fall 1994, New York City Technical College established the Developmental Education Task Force to review the current state of developmental education (DE) at the college and recommend policy and program changes. The Task Force gathered quantitative data from analyses of DE enrollment trends, student characteristics, and graduation rates, as well as a survey of 372 students in social science courses. In addition, qualitative data was collected from focus groups held with approximately 20 DE students and 20 faculty to determine perceptions of program placement and structure, student expectations, instruction, and faculty expectations. Based on the quantitative and qualitative data, recommendations for program improvement were developed in the following areas: (1) pre-college, including establishing senior college admission requirements over time to avoid admitting students not likely to succeed and designing DE orientation sessions; (2) testing, related to improving assessment instruments and placement; (3) students, including improving academic support provided to DE students and establishing required orientation courses; and (4) curriculum and instruction, focusing on strengthening the connection between reading and writing and linking DE courses with career areas. Appendixes include the task force appointment letter; the Task Force sub-committee reports and recommendations; results from the student survey; data on entrance testing results, percentage of credits and hours devoted to remedial and compensatory education, pass rates for DE courses, multiple repeaters, and class size; and summaries of focus groups. (TGI)