This paper describes the structure and operation of an evaluation system for the developmental education program at Dalton Junior College (Georgia). All applicants for admission to the college who score below 330 on either section of the Scholastic Aptitude Test are required to take the Comparative Guidance and Placement (CGP) test to determine their proficiency in various skills. Those falling below the institutional cut-off point on the CGP are required to complete Special Studies courses before being admitted to college credit courses. Students may exit from a Special Studies course by completing the course requirements and scoring above the cut-off point on the CGP in that area; otherwise they are advised to enroll in the next sequential developmental course. In order to monitor student progress, an evaluation system is utilized which allows identification, testing, registration, and accounting for every Special Studies student. This system also allows followup studies of subsequent student progress in credit courses. Among the methods used to evaluate the program are analyses of CGP score differentials and retention rates in subsequent credit courses. Included in the paper are graphic representations of the Special Studies program and the evaluation system. Special Studies course descriptions and content objectives are appended. (JDS)