The impact of the Southern Association of Colleges and Schools' new criteria for developmental studies is addressed. The criteria have implications for new standards for high school graduation and college admission. Since the existence of developmental studies programs is contingent upon standards of college admission, teacher training will, in part, be a determining factor in directions for postsecondary remedial programs. Without some changes in teacher training, there is likely to be considerable numbers of high school graduates in 1988 and later who do not meet the new standards and will have to seek provisional admission into developmental studies programs. There is also a need for some continuous need-based formula in legislation that would equalize implementation of the new criteria. Finally, the assessment and evaluation of the use of the new criteria at the secondary level will also be an influential factor in determining new directions for postsecondary remedial programs. The direction of developmental studies programs will be influenced partly by the interpretation of data from quantitative and qualitative investigations. Overall, the impact of the new criteria on developmental programs will be very gradual. (SW)