This study sought to evaluate the remedial program at Miami-Dade Junior College. As a control group, 73 randomly selected students, eligible for the remedial program, were placed in the regular freshman English course, to be compared with an experimental group of 461 students who were in the remedial program because of GPA, attrition rate, and re-test results. Results showed that the remedial program had little effect on the students' academic progress as measured by these three dependent variables. The remedial program, as presently designed, produced a slightly higher overall first-term GPA, but even that did not reach a grade level of C. The program made no difference in student withdrawal rates nor did it produce a better overall score on a standardized test (one not previously seen by either students or teacher). Moreover, 70% of the control group succeeded in the regular English course. From these results, it seems that (1) present attempts at academic remediation need considerable revision, (2) such remediation per se may not be a viable goal for students with low scores on standard tests, and (3) it is generally just as effective for low-scoring students to go directly into the regular freshman English sequence. In short, the program fails both in facilitating success in typical academic courses and in reducing withdrawal from college. (HH)