A general model along with four illustrations is presented for the consideration of budgetary constraints in the setting of passing scores in instructional programs involving remedial action for poor test performers. Budgetary constraints normally put an upper limit on any choice of passing score. Given relevant information, this limit may be determined. Alternately, ways to assess the budgetary consequences associated with a given passing score are provided. Such information would be useful in any final decision regarding the passing score. (Author)