In 1987-88, as a follow-up to a 1986-87 Learning Assessment Retention Consortium (LARC) study of the educational outcomes of 7,500 remedial writing students enrolled in California community colleges, data from the academic records of 2,701 of the original students were collected, and surveys were completed by a subset of 865 of the students. Only 15 of the 29 colleges that participated in the first study elected to participate in the follow-up. The follow-up survey solicited information on students' reported use of writing skills, employment status, persistence patterns, educational goals, grade point averages (GPA's), and number of remedial and non-remedial units taken. Study findings included the following: (1) 88% of the respondents reported that they used their writing skills in courses, while 51% of working students reported using writing skills for such tasks as letter and memo writing; (2) 54% of the students in the follow-up who were also in the original fall 1986 sample persisted through the spring of 1987, reflecting higher than average community college persistence rates; (3) Asian students had the highest persistence rates (49%), and Black students had the lowest rates (37%); (4) more Hispanic students changed their stated educational goals than students in other ethnic groups: (5) over 75% of the students persisting through spring 1987 earned a GPA of 2.0 or better; and (6) over time, students enrolled in fewer remedial courses. The survey instrument is appended. (PAA)