The three research papers in this document concern open admissions and student success in the classrooms of Bronx Community College. Together, these projects capture much of what is involved in a comprehensive open admissions program. The first research report explores the technical characteristics, and therefore, the feasibility for use with community college students, of a recently developed mathematics competency test. This study also attempts to develop an equivalent form of the test, and evaluates differential mathematics achievement over a four month instructional period, under two modes of instruction. The second research project develops an interaction analysis system, specifically designed to describe the interpersonal process in the classroom. The classroom activities paradigm presented in this report was a reliable process-descriptive instrument, capable of providing a check on program claims of innovative classroom interaction. The third project examined the functioning and the impact of Project Total Discovery (TD) over a three year period. In this report the three successive interdisciplinary programs implemented at Bronx Community College for remediation of underprepared freshmen are reviewed. It is shown that the evolvement of the interdisciplinary approaches to remediation from Project STIR to Project LINK to Project Total Discovery was marked by clearer objectives and more precise evaluation. Increased administrative control was also noted. (Author/AM)