This research rigorously evaluates whether a low-cost intervention can improve students' performance in developmental math. The "Beacon Mentoring Program" was developed at South Texas College by professors, administrators, and staff at the college. Surveys of students revealed that many did not have someone on campus whom they felt they could turn to for answers to questions. Further, although the college provided many services, like a tutoring center, many students said they had never visited. The "Beacon Mentoring" program was constructed to bring critical information to students about how to manage college, and, thus, to improve college outcomes. Overall, the Beacon Mentoring program significantly increased the fraction of students who accessed the on-campus tutoring center. There was also a statistically significant decrease in withdrawal rates from math classes. However, the program had no statistically significant impact on math class pass rates, credits earned, nor on persistence in college. However, turning to two important subgroups, part-time students and those enrolled in developmental math, the study finds statistically significant impacts on math class performance. For part-time students, the percent of students passing their math class increases by 6.6 percentage points for program students over controls. Final exam scores for part-time students in developmental math also increase. Credits earned are also significantly higher for part-time students in the Beacon program. For students enrolled in developmental math, the probability of withdrawing from math class declines, and total credits earned rises for program students over controls. References, Tables and Figures are appended. (Contains 5 tables.)