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