In the second half of a two-part study conducted by the Illinois Community College System, a fall 1990 cohort of first-time freshmen was examined for 6 years to determine the effectiveness of remedial/developmental instruction. Student characteristics of age, ethnicity, and gender for the entire cohort were compared with the cohort group of students who enrolled in remedial/developmental courses and the group who did not. Students who did not enroll in remedial/developmental courses earned slightly higher grade point averages and slightly higher rates of credit hours than remedial students. However, remedial students had slightly higher persistence rates. The study also found that the more remedial/developmental courses a student enrolled in, the lower the completion rate. Math remediation was generally in highest need, and minority students required more language instruction than white students. Though all three groups--the entire cohort, the remedial students, and the non-remedial students--represented males and females similarly, recent high school graduates and minorities were overrepresented among the remedial student group. Appendix consists of implementation strategies. (YKH)