A research study used the strategy of practitioner consensus to identify the common success criteria and standards that are used in the evaluation of developmental/remedial programs in New York State two-year colleges. The study also designed an evaluation model for these programs and determined its use over time. Using a survey and an interview guide, researchers collected data from a statewide survey of 48 responding colleges (an 80 percent response rate) and in-depth consultations with local staff at 19 college sites. A second survey brought in responses from 32 colleges (a rate of 67%). Thirty-one staff members from the sites convened to discuss issues that emerged from the data. A follow-up survey three years later was used to determine model usage. The research effort resulted in a number of findings and conclusions including the following: (1) the term "developmental" was preferred by a majority, although the terms "remedial" and "basic skills" were also used; (2) four primary evaluation criteria (course exit criteria, individual goals, program completion, academic eligibility) were identified; and (3) possible standards were developed within those criteria that might serve as a framework for local program evaluation. The study provided a model for evaluation of developmental programs developed through practitioner consensus. Over time, it continues to provide a structure for assessment that recognizes academic achievement, student goals, and the institutional context. (KC)