The extent of postsecondary remedial studies in the United States was investigated in 1983-1984, along with characteristics of current programs, and measures of program effectiveness. Reliable national estimates were sought on: the number and type of courses offered; the percent of students taking remedial courses and recent enrollment changes; and rough measures of remedial program outcomes (e.g., course completion and student retention). Remedial or developmental studies were defined as programs, courses, or other activities for students lacking skills needed to perform college-level work at the specific institution. The national sample of 511 colleges and universities was drawn from the Higher Education General Information System enrollment report of 1982. Eighty-two percent of the schools had at least one remedial/developmental course, and more colleges offered courses in remedial writing (73 percent) and math (71 percent) than in reading (66 percent). In addition to course enrollments, information was obtained on: the level and control of schools offering such studies, types of remedial support services and summer programs, type of credit and requirements, and student retention and program evaluation. (SW)