Current research and policy literature indicate an increase in remediation courses nationwide (Tierney & Garcia, 2011; Parsad & Lewis, 2003). However, the most critical theme in research suggests variability and possible inaccuracies in remedial and developmental education data (Kirst, 2007; Venezia, Kirst & Antonio, 2004). In particular, there is little current research surrounding the actual costs of remedial education (Kirst, 2007; The Institute for Higher Education Policy, 1998). The significance of inaccurate remediation costs means that education leaders and policy makers could perceivably be making decisions based upon poor data (Attewell, Lavin, Domain & Levey, 2006). In addition, research indicates that education finance and budget policy is affected by increases in remediation (Jenkins & Boswell, 2002). Jenkins and Boswell (2002) reported that universities are not given adequate financial incentive to provide remedial education. This may prove true especially for community colleges since they bear the burden of providing most remedial education in postsecondary education (Boylan & Saxon, 1999). Overall, in order to formulate sound remediation cost policy, education leaders and policy makers need reliable information.