Student opinion of junior college English programs is reflected in this analysis of a questionnaire completed by students who had been enrolled in freshman English classes at nine junior colleges. Comparisons are drawn between dropout and sophomore responses, and between humanities-social science-service (HSS) and science-math-technology (SMT) sophomores. Dropout-sophomore information includes (1) reasons for dropping out, (2) success in high school and college freshman English, (3) parental educational background, (4) reading habits, and (5) opinions on the effectiveness of the English teacher and English course. Information on the two sophomore interest groups includes (1) freshman English grades, (2) evaluation of the study of composition and literature, (3) reading habits, (4) evaluation of English teacher and course effectiveness, and (5) student recommendations for a better course. For a related document see TE 500 590. (AF)