This is the summary of a presentation given at the Joint Mathematics Meetings, January 10-13, 1996, Orlando, Florida.

Reforms are beginning to occur in an attempt to improve the quality of remedial math education. This study quantifies the effectiveness of traditional remedial courses at several institutions by evaluating the success of remediated students in subsequent math courses. This baseline is essential so that the effectiveness of any reform can be evaluated.

This study also qualifies certain aspects of advising students concerning the appropriate level of remediation. There are many schemes and algorithms used for placing students in remedial math courses, but many of these are based on anecdotal information or limited observations. Although no specific placement scheme is developed, the information presented will assist advisors, on an individual basis, in placing students in the appropriate classes.

Timothy W. Flood, Pittsburg State University