The results of an evaluative study demonstrate that the remedial reading‐writing program at a large urban community junior college did not produce any meaningful differences in student withdrawals from college or in grade point averages during the second semester of college; did not improve achievement in social science, humanities, or English courses; and did not result in higher scores on writing and reading tests for those students in the remedial program than for those in a randomly selected control group who did not participate in the program.

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Perhaps it is time to shift the focus of our attention from statewide mandated testing to classroom testing, surely a neglected area on most campuses.