Remediation has become an important part of American higher education with over one-third of students requiring remedial or developmental courses. At community colleges in particular, over half of entering students are placed into the courses, and in many states, two-year colleges serve as the primary providers of remediation. With the costs of remedial education amounting to over $1 billion each year, many policymakers have become critical of the practice. In contrast, others argue that these courses provide important opportunities for underprepared students. Despite the growing debate and the thousands of underprepared students who enter the community college system each year, little research exists on the role or effects of remediation on student outcomes. This paper addresses these critical issues by examining how community colleges attempt to assimilate students in need of remediation and to prepare them for future college-level work and labor market success. Using a unique dataset of students in Ohio’s public higher education system, the papers explores the characteristics and features of remedial education at community colleges, examines participation within the programs, and analyzes the effects of remedial education on collegiate outcomes
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