Students enrolled in two sections of college algebra (Math 110) at the University of Maryland in spring 1984 were informed about assistance available from the Math Lab. They were also informed that a sticker would be attached to any one of the four semester exams when grades indicated that the student should pursue one or more of the Lab services. Two other sections were not informed about the Lab nor given stickers. Twenty-five students received stickers. There were significantly fewer grades of D, F, or W earned in the course among the treatment group than among the comparison group. Further, while there were no differences between the two groups on persistence rates, the rates of students persisting in good standing were higher for the treatment group, and their semester grade point averages were significantly higher for two years after the intervention. However, only two students appeared in the Lab as a result of having received a sticker on an exam. Perhaps students who received stickers sought help elsewhere, from tutors or peers, or were more diligent. (Author/MNS)