Selected aspects of the remedial reading-writing program of Miami-Dade Junior College were evaluated. Placement in the program was designed as the independent variable. Grade point average, reading and writing test scores, continuation in college, and performance in regular college courses were dependent variables. Students earning a raw score of 22 or less on the School and College Ability Test, Form 1A, Verbal, were classified as academically underprepared for college-level work and were required to enroll in the remedial program. Results indicate that the program does not produce any meaningful differences in student withdrawal from college, is not effective in raising grade point average during the second semester of college enrollment to a "C" level, and does not result in significantly higher scores on a reading or writing test when compared with the control group scores. The remedial program produced no differential effects by race or sex. A paradigm for devising remedial programs is suggested. (Author/LR)