The special nature of remedial programs and the variance in definitions, components, purposes, and structures are discussed to help institutional researchers design program evaluations. The term "remedial program" is used to refer to any combination of courses, support services, testing, placement practices, and institutional policies that are designed specifically for students who fail to meet standards in reading, writing, computation, or other skills deemed essential for success in college-level work at any given institution. Attention is directed to the following components that differentiate among programs: program objectives, credit and grades, modes of instruction, timing and duration of remedial education activities in a student's college studies, and the status and characteristics of remedial faculty and staff. The following five types of evaluation criteria are considered: input or efforts (resources), performance (results or outcomes), adequacy of performance, efficiency, and process. Additional topics include: the classification of students for remedial programs, testing and placement, and organization and funding for remedial programs. Appended is an outline for designing remedial education programs. (SW)