This paper reports on the results of a survey of remedial programs at public and private colleges and universities in the southern region of the United States and highlights remedial education patterns by state, race, and gender. Responses were received from 606 of the 826 institutions surveyed (73%). Among the report's findings are the following: (1) remedial enrollment at private institutions in the region (32%) is only slightly lower than the rate at public institutions (36%); (2) states that have mandatory testing and placement policies tend to have higher percentages of freshmen in remedial courses; (3) remedial enrollment rates for Blacks and Hispanics are consistently one and one-half to two times that of White students; (4) 38.5% of entering freshmen need remedial assistance in mathematics; and (5) remedial enrollment at most public and private institutions has increased since 1984; two-year colleges had the most increase, doctoral institutions had the least, but an average 25% of freshmen at doctoral institutions needed at least one remedial course. The report explores the implications that high levels of underpreparation present among Black and Hispanic students, as well as ethical questions raised by having college-level remedial programs. It is suggested that colleges and universities closely examine their expectations for remedial students and the institution's willingness to invest in the quality of program necessary to get students ready for full-time college work. (10 references, 10 tables) (GLR)