Extensive commitment to the remedial "tracking approach" over many years by the City Colleges of Chicago has not produced the desired outcomes. The results of several studies indicate that: student achievement in remedial courses has not resulted in improved performance in regular college courses; student and institutional retention is very low; and enrollment in remedial courses has a highly adverse effect upon the student's self-concept. The results of various City Colleges of Chicago studies on "low ability students" employing more recent approaches to corrective learning indicate that: (1) in classes using the mastery learning concept, student achievement and retention are not only superior to those attained in remedial program efforts, but are generally higher than achievement and retention of students in the regular programs and courses taught in non-mastery fashion; (2) well-planned supportive materials and services can compensate for poor college preparation; and (3) cooperative staff and faculty efforts in improving the learning process can result in more successful college learning experiences for more college students. Thus, remediation does not have to come in the form of segregated remedial courses. (Author/MB)