In fall 1992, a study was performed at Evergreen Valley College, in San Jose, California, to determine whether the presence of full-time instructional aides and part-time matriculation aides in four specific courses (English 321, 322, 330, and Math 12) led to increases in student success. Success was defined as receipt of a grade of "A,""B," or "C," or credit, and data were gathered by comparing outcomes of students in course sections with aides to those without aides. Results of the study include the following: (1) in 82% of the comparisons, the sections with aides had higher success rates than those without; (2) very high success rates in sections of English 321 using a full-time instructional aide suggests that instructional aides may be more effective than matriculation aides for English 321 students; (3) while the success rate of non-intervention English 322 students groups was 50%, 56% and 65%, students in the intervention section had a success rate of 83%; (4) although the presence of an aide raised the English 330 success rate in one instructor's class from 37% the previous semester to 59%, this was lower than the overall success rate of the other English 330 sections (64%); (5) although not faring as well as the non-intervention sections, the intervention section of English 330 (59% success rate) outperformed the non-intervention sections of spring 1992 (49%) and fall 1991 (55%); (6) the combined success rate of 48% for the three Math 12 (algebra) sections was higher than the 39% success rate for the three non-intervention sections; and (7) a comparison with sections from spring 1992 and fall 1991 indicates that the presence of a matriculation aide may have a positive impact on success rates. Extensive graphs are included. (MAB)