This paper presents an illustration of how the regression-discontinuity design can be used to obtain an unbiased estimate of the causal effect of participating in a university remedial English program on first-year grade point average. First-year grade point averages were collected for 197 first-time, full-time university students, along with the scores they received on an English placement examination, and a measure of remedial program assignment. Regression discontinuities indicate that first-year grade point averages were approximately 0.392 points higher for students who participated in a remedial English program as compared to equivalent students who did not participate in the remedial program. We also present various threats to validity and limitations of the regression-discontinuity design. (Contains 1 table, 1 figure, 4 notes and 1 footnote.)