This study reports on attempts to determine whether the remedial instruction provided to high school students who failed one or both sections of the North Carolina Competency Test have resulted in improved performance on subsequent tests. Separate data were gathered for three semesters: Fall 1978, Spring 1979, and Fall 1979. Information was provided on the average amount of weekly remediation offered to pupils, and the type of instructional format used (individual, large group, etc.). Background on students' race, sex, handicap, and parents' education was also provided. Results indicate that remedial instruction cannot be expected to produce broadly-based gains in students' Competency Test performances. Its effectiveness is likely to be influenced by some combination of factors which include subject area, instructional format, volume of remediation, pupil race and exceptionality, and the semester in which remediation is offered. If remediation in the later stages of the test program is to be effective, it should be intensive and offered individually or in very small groups. (JD)