The purpose of the current study was to determine if three community colleges were serving developmental education students in an effective and cost-efficient manner, make observations about the developmental education demographics, and conclude if Senate Bill 162 (SB 162) increased the percentage of college ready students who participated in developmental education. The population consisted of 18-24 year olds from three urban community colleges offering developmental math, reading, and writing courses (N = 113,634). Texas Success Initiative Assessment scores were used to determine the subject and number of courses in which students enrolled. An analysis of the courses offered before and after the implementation of SB 162 was used to determine the colleges' efficiency. The effectiveness of the colleges was determined by percentage of college ready students. Developmental math data revealed a significant decrease t(18,489) = 14.395, p = 0.00, developmental reading (t (4,852) = 13.414, p = 0.00) and writing (t (4,504) = 10.044, p = 0.00) courses showed a significant increase in the percentage of college ready students. Demographic data revealed a significant difference (t (11527) = 4.20 p = 0.00) in the percentage of female compared to male students who were college ready after taking developmental education courses. Additional demographic data showed that Black students represent a disproportionate percentage of developmental education students, but they also showed the greatest educational gains. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]