The purpose of this study was to investigate whether high student accountability and formative assessment affected student motivation, learning and resource management strategies, and achievement in developmental algebra I. The setting was a fifteen-week semester at a community college in suburban New York. Two sections of developmental algebra I were held highly accountable for online homework and received three formative assessments, while two other sections were held to low accountability for online homework and received three summative assessments. Study participants answered the Motivated Strategies for Learning Questionnaire (MSLQ) at the beginning and end of the semester. This quantitative study examined three constructs of motivation which were control of learning beliefs, self-efficacy for learning and performance, and test anxiety; one learning strategy construct, metacognitive self-regulation; four resource management strategies which were effort regulation, peer learning, help seeking, and time and study environment management; and online homework and final examination grades. Developmental algebra I students did not rate their motivations, learning strategy, and resource-management strategies for developmental algebra I strongly. Students' response averages were within a somewhat not true to somewhat true range. An independent samples t-test revealed a significant difference in online-homework grades between the high- and low- accountability groups. A repeated measures two-way analysis of variances found (a) accountability was near a significant main effect for self-efficacy for learning and performance, (b) a significant difference in effort regulation within groups of low and high accountability, and (c) a significant interaction with test anxiety between low and high accountability groups. A correlation analysis revealed 21 significant relationships between dependent variables and a stepwise linear regression revealed a good model for high accountability with self-efficacy and help seeking as predictors of final examination grades. The collected data failed an assumption to calculate a discriminant analysis and gave invalid results to determine if student responses and grades can classify students into their accountability group. Low accountability for online homework and summative assessments significantly increased students' test anxiety. High accountability for online homework and formative assessment kept students' effort consistent, significantly improved homework performance, and encouraged students to become intentional learners and acknowledge their true performances and ability. Instructors should implement high accountability and formative assessment with students in their high school and college-preparation classes. These pedagogical practices would positively affect study skills and help students' college readiness. Colleges should divide coursework into modules and implement high accountability and formative assessment within developmental mathematics. Modules offered during the summer or winter sessions should motivate students to remediate and confidently pursue college-level mathematics. [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.]