The purpose of this study was to determine the effectiveness of remedial courses and present placement policies and instruments. Comparisons were made in such areas as ability, interest, motivation, persistence, and performance among randomly selected groups of junior college students: (1) those needing to take remedial courses but placed in regular courses, (2) those who enrolled in regular courses after passing remedial courses, and (3) those who did not require remediation. The English remedial course had no effect on student satisfaction but produced a small improvement in subsequent performance. The mathematics remedial course eliminated some of the dissatisfaction with the regular course and had a significant effect on subsequent course work. The placement procedures appeared to be more effective in assigning students to appropriate mathematics than to English courses. (Author/CA)