Reading classes are based on active learning strategies. Active learning strategies have no purpose if they are not effective in conveying the necessary skills. This research focused on the assessment of the effectiveness of the developmental reading classes at one large Midwestern community college. Three measures, passing rates of the reading classes, the passing rates of a credit class (reading intensive), and the persistence of students who had begun their academic careers in the developmental reading classes, were used to gage the effectiveness of the two developmental reading classes, ENG001 and ENG002. ENG 001 students read below ninth grade upon entering. ENG 002 students read below twelfth grade. Completion of the reading program put these under-prepared students at the same level as non-developmental college freshman.