Drawing from studies conducted at Prince George's Community College (PGCC) between 1989 and 1991, this report offers a profile of developmental students at PGCC and an analysis of the remedial education needs of fall 1990 first-time students. The first section of the report reviews findings from a number of statewide and institutional studies involving PGCC, indicating that, in fall 1988, 40% of the entering students statewide needed remediation in reading, 33% in English, and 39% in math; remedial course enrollments at PGCC increased between 1985 and 1989; fall 1980 entrants who had taken developmental courses were slightly less likely to graduate in the next eight years that those who had not; and, as of spring 1988, fall 1984 entrants who had taken at least one developmental course were just as likely to receive a degree from PGCC than non-developmental students, but less likely to have transferred to another school. The second section of the report provides an analysis of the remedial needs of first-time fall 1990 PGCC entrants as determined from English, math, and reading placement test results, comparing these data with the fall 1988 and 1989 cohorts. This section compares remedial student demographic characteristics with those of the general student body and reviews first-semester academic outcomes. The final section of the report examines all students taking at least one developmental course in fall 1990. Selected findings include the following: (1) among fall 1990 entrants tested, older students were more in need of remediation; (2) only 3% of the entering students were able to complete their remedial math work in one semester; and (3) over 33% of entering remedial students took credit courses during their first semester. Data tables, and the final report of a survey of developmental education practices and policies in Maryland community colleges, are appended. (JMC)