The longitudinal effects of Louisiana's Compensatory/Remedial Program upon student performance were assessed using data from four administrations of the Basic Skills Test (BST) between 1982 and 1985. Language arts and mathematics tests were administered in grades 2 through 5. Scores increased slightly between 1982 and 1984, and declined in 1985; therefore the number of students qualifying for the Compensatory/Remedial Program also changed. The BST played a limited role in decisions to promote or retain students. Of students who failed the grade 2 BST, 25 percent were never retained during the next four years, 66 percent were retained once, and 9 percent were retained twice. About half failed the BST two or more times in four years. It was concluded that the combination of retention and remediation did more to alleviate basic skills deficiencies than did either retention or remediation alone. This combination was most effective early in the student's educational career. Recommendations concerning the provision of remedial services are included. (GDC)