Research has found evidence for the validity of remedial and developmental English courses in preparing students to pass freshman-level English courses. To determine whether similar validity could be demonstrated for remedial and developmental English courses at Tennessee's Walters State Community College, the percentage of former remedial and developmental English students who passed freshman English Composition 1010 in fall 1993 was compared to the percentage of nondevelopmental English 1010 students who passed. Results indicated that there was a statistically significant difference in percentages of developmental and nondevelopmental students who passed, with 70% of the 357 developmental students and 80% of the 460 nondevelopmental students passing. However, 17% of the developmental students withdrew or took incompletes, compared to 10% of the nondevelopmental students. The study found no statistically significant differences in the pass and fail performance of the two groups when withdrawals and incomplete grades were dropped from consideration. When only pass and fail categories were evaluated, the two groups performed in a statistically similar fashion. Descriptions of developmental English courses at the college and data tables are appended. (Author/HAA)