This paper contains an overview of policy decisions being made at the state and national levels about learning assistance activities in higher education and developmental education. The principles driving those decisions are also outlined. Some policymakers want to fine the high schools from which under prepared students have graduated; others want to make individual students pay more for developmental education courses. Policymakers in many states believe that the national movement for increased requirements for high school graduation has eliminated or lessened the need for postsecondary academic support and developmental courses. Economic factors are most frequently cited as reasons to reduce or cut developmental course offerings and academic assistance programs, and policy decisions are being driven by some beliefs about developmental education. One such belief is that developmental education is equivalent to affirmative action, a belief that is not true. Nor is it true that developmental education courses water down the academic standards of all courses on campus. Raising admission standards will not eliminate the need for academic assistance and developmental studies, since faculty expectations rise with rising standards, and students will continue to need academic support. It is false to assume that developmental education and academic support programs cost too much; the cost of ignorance and dropouts is much higher. It is also not correct to assume that the temporary increase in the total number of high school graduates means that developmental students are no longer a high priority for recruitment and retention. Nor is it cost-effective to assume that all developmental course work can occur at the two-year college level. The massive education cuts resulting from the federal budget crisis mean that individual institutions will need to develop relationships with their state departments of education in order to pursue the limited grant dollars available. Responding to the current education environment is going to require commitment by developmental educators, commitment that might be advanced by the seven principles of Steven Covey's book "Seven Habits of Highly Effective People." (SLD)