Over the past two years, the Maryland Higher Education Commission has produced a series of reports concerning remediation in Maryland public higher education institutions. The research conducted in this report series addresses a number of policy concerns connected to remediation, as well as a number of national, state, and institutional initiatives currently underway that have been designed to increase student success. Beginning with defining what remediation is and why it matters (Part 1, ED604255), followed with a first-time, full-time cohort entering in Fall 2017, this research has explored the rates of assessment (Part 2, ED604259), completion (Part 3, ED611937), credit-bearing "gateway" course completion within the first year of enrollment (Part 4, ED611938), presenting students' first-year academic outcomes by examining their grade point average (GPA) and credits accumulated by the end of the first year (Part 5, ED618789), and reviewing second-year retention of students by remedial status (Part 6, ED624217). The briefs further include data analyses surrounding questions regarding remedial education in Maryland: who is assessed to need remediation, who enrolls in and completes both remedial and credit-bearing courses, how first-year outcomes vary by developmental status, and how persistence and completion rates vary across those same populations. This report provides a summary of the questions answered in the six reports.