The instructional reading levels of students enrolled at Charles Stewart Mott Community College, a large urban institution with an open door policy, were investigated for 1971-72 through 1977-78. The study was based on the hypothesis that mean average reading levels in reading improvement classes declined over those years. All students entering the college took reading placement tests and after seeing their scores, could elect remedial courses; in spring 1972, 4.75% and in fall 1977, 5.39% of the students elected to take reading. The reading scores of all entering students for the study period were compared, the improvement of remedial students was noted, and comparisons with national norms were made. The mean of the approximate grade-level reading scores for the college's remedial students were 10.7 in 1972 and 9.9 in 1977. Students gained approximately two years overall above their entering scores as a result of participation in the sixteen-week remedial course; the mean gain was 2.17 years in 1972 and 1.96 in 1977. Generally, students reading at college level when entering the college, who elected to take reading, nearly doubled their reading speed and improved their vocabulary and comprehension scores substantially. The college findings seemed to agree with national trends. (TR)