A recent study found that one in three Americans between the ages of 16 and 65 lack the skills needed to succeed in middle school math, let alone math at the high school or college level. In some instances, states or colleges have raised standards for developmental courses and routed students who score below the minimum skill level for developmental classes to lower-level college-transition courses or programs such as adult literacy programs. One state that pursued the strategy of raising the minimum skill level required for developmental math was Texas. In 2014, the Texas Higher Education Coordinating Board (THECB) implemented major changes in how the lowest-scoring students should be placed and served in community colleges. After adopting a new placement test, the state raised the cut score for placing students in developmental education and eliminated the lowest-level developmental math course. Colleges were then permitted to choose among several options for serving the lowest-scoring students, who would otherwise have enrolled in that course. This study places the Texas policy in the context of other state reform strategies and examines the response of one Texas college: Houston Community College (HCC). In 2015, HCC replaced the lowest level in the sequence of developmental math courses with a new four-week "Bridge" course for students who score between the fourth- and eighth-grade levels. This Bridge course was intended to boost their basic skills in math to prepare them to tackle the ninth-grade level--the level at which they could enroll in developmental math. This report focuses on interesting findings describing the implementation of this new policy.