The purpose of this study was to implement a redesign of developmental education at Delaware Technical Community College and to evaluate its effectiveness in improving overall First Time Ever in College (FTEIC) student success through gateway English and math completion, fall-to-fall persistence, and narrowing or closing of opportunity gaps between Black or African American and White students primarily. The developmental education redesign at Delaware Tech included a multi-pronged approach of implementing multiple measures assessment for college-level placement, instituting math pathways, and adopting an English and math corequisite model. Through an ex post facto causal-comparative approach, pre- and post- intervention developmental education and college-level English and math student success data were examined. Pre-intervention data included academic years (fall, spring, summer) 2017-2018, 2018-2019, and 2019-2020. Post-intervention data included the academic year (fall, spring, summer) 2021-2022. Overall, data showed the intervention gave more developmental students access to college-level English and math in their first year, more students overall passed college-level English and math in comparison to pre-intervention years, and opportunity gaps narrowed or closed. However, overall, the intervention did not increase persistence rates or credit accumulation, although some narrowing of gaps in terms of persistence rates were evident. The study suggested the intervention was successful in the early momentum indicators but more needs to be done to impact longer term outcomes such as persistence and ultimately degree completion. [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.]