I am an Associate Professor of English and the Humanities Department Chair at Georgia Perimeter College, a two-year college in Atlanta, Georgia, USA. This paper will address a recent and on-going study I conducted with a colleague regarding an evaluation of my institution’s Learning Support (Development Studies/remedial) program. For a comparison of “best practices” in developmental studies from nationally recognized institutions, we submitted a survey to the various seventeen Learning Support/Developmental Studies programs’ deans and directors including the following questions:

1. What is the title of your program? (Learning Support, Developmental Studies, other?)
2. Is your program centralized or decentralized? If centralized, is it a separate division or department?
3. Do you have a LS dean, director, chair, coordinator, other?
4. Do you provide training and oversight for LS instructors? If so, who provides training? Who provides oversight?
5. Number of LS Math courses?
6. Number of LS English courses?
7. Number of LS Reading courses?
8. Are your LS courses three or four credit hours?
9. Do your LS courses have lab components? If so, are the labs required? Do students receive credit for the lab component?
10. What is your pass/fail rate?
11. How is your program working?
12. How do your students view the program?
13. How does your faculty view the program?
14. Any additional comments/suggestions?

The results of this survey varied greatly, but we compiled the results and included percentages and comments. The results will help our institution, and perhaps others, as we evaluate our LS program and make important decisions regarding centralization, course credit hours, the number of courses per discipline, etc. I will present the results and compare them to our current program, which was decentralized ten years ago.