Texas mandates a competency test in reading comprehension (TASP-R) for all students entering post-secondary institutions. The purpose of this study was to assess the feasibility of using a statewide database containing TASP-R test-retest scores in order to examine the utility of developmental reading programs in the state. The 5,007 students in the database had failed the TASP-R and either did or did not participate in developmental reading instruction before retaking the test. Between the initial test and the retest, students either participated in an official course for developmental reading, engaged in non-credit developmental reading work, engaged in a combination of the two prior types of instruction, or were not involved in developmental reading instruction. For 4-year institutions, gain on the retest did not depend strongly on whether students engaged in developmental reading instruction. For 2-year institutions, students who engaged in non-credit work showed the most gain and those who engaged in a combination of official coursework and non-credit work did the worst, with the remaining students falling between these. The large and consistent gain across all conditions is discussed in the context of Bohr's (1994/95) suggestion that non-remedial courses may provide a strong support system for reading improvement.