In an effort to assess the effectiveness of its developmental studies program, Sinclair Community College in Dayton, Ohio undertook a study of first-time college students who began their studies at the college in Fall 1991. The study sought to determine the relationship between level of remediation and retention, college-level English or math course completion, and degree completion. All 2,817 students in the Fall 1991 cohort were assigned to high, medium, low, and no risk remediation groups. Results indicate that after three terms only 44% of the no risk students remained enrolled in comparison to 58% to 69% of the students in high, medium, and low remediation groups. Also, a larger percentage of students who enrolled in remedial courses successfully completed initial college-level courses in English and math within three years than students in the no risk group. The one area in which no risk students achieved greater success than at-risk students was degree completion rates. The study concludes that the additional support at-risk students receive to overcome academic deficiencies helps them achieve a greater degree of academic integration than is achieved by no risk students. An appendix includes data tables representing results from student cohorts between Fall 1989 and Fall 1996. (AS)