Despite the large number of universities that require remedial writing courses of incoming students identified as not postsecondary ready, very little empirical evidence of the effect of these programs is available to inform policy decisions. This study examined the effect of required remedial writing coursework at a land-grant university for measures of achievement and attainment. The identification method for placement was important, as it is the nationally-recognized, ACT postsecondary-readiness threshold commonly used by many universities. Further, this study examined writing remediation within the mainstream delivery method held by many writing theorists as superior. In order to provide the best estimate of the effect of placement, a quasi-experimental method, the regression discontinuity design, was used. Results did not indicate a significant effect for participation in remedial writing programming for either measures of achievement or attainment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]