This report reviews some of the comprehensive changes made by Miami-Dade Community College (MDCC) in its general education curriculum and overall academic environment, focusing specifically on the implementation of standards of academic progress, designed to monitor student progress and provide appropriate support. The report begins by examining the issue of how to maintain academic standards in the context of open admissions and by suggesting that faculty should use absolute standards of performance, that students failing to meet these standards should be placed on probation or suspended, and that broad quality assessments be used to place students in courses geared to their level of ability. The second section of the report reviews MDCC's changes in its curriculum and support services. Sections III and IV discuss the implementation of the standards of academic progress and of an Academic Alert and Advisement System (AAAS), used to alert students of their need for academic improvement. Section V reviews studies of the potential impact of the standards. Section VI presents an evaluation of the standards of academic progress using a historical comparison of Fall 1975 and Fall 1978 entering groups, revealing that students, faculty, and administrators alike favored the standards, that MDCC lost approximately 700 full-time equivalent students due to the implementation of the standards, and that the students in the warning category were more motivated to improve. Several appendices are included providing materials related to the AAAS and the academic standards. (KL)