Presents early findings from a partnership among MDRC; the Community College Research Center at Teachers College, Columbia University; and CUNY to eval-uate the effectiveness of CUNY Start. The program served students who placed into developmental education in one or more areas, and half of the study sample placed into remediation in math, reading, and writing. CUNY Start’s effect on becoming “college-ready” is among the largest any of the partner organizations has found in evaluations of developmental education reforms. However, in line with CUNY Start’s theory of change, students offered the program do not take college-level courses, and therefore fall behind in college credits earned before they matriculate. Additional data collection that is planned for the longer term will show whether this short-term trade-off is worthwhile.