Remedial and developmental programs at two-year and four-year colleges in states belonging to the Southern Regional Education Board (SREB) were studied, along with placement standards for degree-credit, college-level work in SREB states and institutions. These programs, courses, and activities were designed specifically for first-time entering students who lack minimum reading, writing, oral communication, mathematical, or study skills; and/or other basic skills necessary to do freshman-level college work. The investigation covered: background and demographic information about each institution; admissions criteria; extensiveness of remedial programs; and institutional evaluation activities of these programs. Specific information was gathered concerning policy/organization, criteria used to place students in remedial/developmental programs, the size of remedial enrollment, levels of courses offered, and exit criteria for remedial courses. Over 80% of the 404 survey respondents had written policies to govern remedial/developmental placement, and two-year colleges were almost twice as likely to have policies than four-year institutions. The questionnaire is appended. (SW)