A study was conducted by the Learning Assessment Retention Consortium (LARC) to describe the outcomes (i.e., goal satisfaction, retention, and skills acquisition) of students enrolled in remedial English writing courses in a sample of California community colleges, and to develop an evaluation model which could be used in community colleges to measure outcomes in all programs. Students attending 29 community colleges completed questionnaires and the New Jersey Basic Skills Competency Tests (NJBSCT) at the beginning and end of the fall 1986 semester. The 7,500 English writing students in the sample were primarily young, full-time day students planning to transfer to a four-year college. Study findings included the following: (1) at the end of the semester, students had accomplished more course objectives than they had originally intended; (2) 67% of the sample successfully completed the writing course, 82% re-enrolled the following semester, and 68% of those intending to enroll in another English class the following semester did so; (3) the greatest rate of skills growth was shown on the essay test, with students at all levels exiting the course with higher average scores than they demonstrated at the beginning of the course; (4) the average post-test score of students completing the course one level below freshman composition demonstrated that those students were prepared for entry into college-level English; and (5) students' self-assessment of their writing ability was better at the end of the semester than at the beginning. Appendices comprise almost half of the document and include: (1) college tables; (2) description of the NJBSCT; (3) a questionnaire; (4) a list of participating colleges/contact persons; and (5) a description of sub-samples used for each analysis. (Author/EJV)