A study was conducted of remedial education programs in community and junior colleges and technical institutes in Texas to produce baseline data on the current range of remedial education practices and to assess the outcomes achieved. Every two-year college in the state (N=62) participated in the study, providing information on policies and practices related to assessment and placement, descriptions of the remedial programs, policies relating to remedial education course credit, program evaluation, and program strengthens and weaknesses. Study findings included the following: (1) all but three colleges assessed new students in reading, writing, and mathematics, typically reviewing national achievement test scores at the time of registration and administering standardized tests to those students without test scores; (2) 27 colleges indicated that they did not use any specific procedure to determine assessment criteria, and only 15 colleges reported having conducted a systematic study to determine cut-off scores; (3) of those students assessed in reading and writing across the colleges, an average of 40% performed at a level that identified them as needing remediation; (4) of the students diagnosed as needing remediation, 52% enrolled in remedial courses in reading, 64% enrolled in remedial writing courses, and 63% enrolled in remedial math courses; and (5) all but two colleges offered remedial courses in reading, writing, and mathematics. (EJV)