This study, conducted through the Postsecondary Quick Information System (PEQIS) of the National Center for Education Statistics, was designed to provide current national estimates of the prevalence and characteristics of remedial courses and enrollments in degree-granting 2-year and 4-year postsecondary institutions that enrolled freshmen in fall 2000 and to report changes in remediation from fall 1995. Remedial education courses were defined as courses in reading, writing, or mathematics for college-level students lacking the skills to perform work at the level required by the institution. The study examined two issues not covered in the 1995 survey: types of technology used in the delivery of remedial education through distance education courses and the use of computers as a hands-on instructional tool for on-campus remedial education. Data are presented by institution type. In fall 2000, about three-quarters (76%) of the Title IV degree-granting 2-year and 4-year institutions that enrolled freshmen offered at least one remedial reading, writing, or mathematics course. A higher proportion offered remedial courses in mathematics and writing than in reading. Remedial course offering were generally limited to a small number of courses; the average number of different remedial courses was 2.0 for reading and writing and 2.5 for mathematics. Public 2-year colleges were more likely than other institutions to provide remedial education, and they offered a greater number of remedial courses. In fall 2000, 28% of entering freshmen enrolled in one or more redial reading, writing, or mathematics courses, with the largest proportion enrolling in remedial mathematics. At that time 13% of the institutions offered remedial courses through distance education, compared with 3% in 1995. Appendixes discuss the methodology and contain standard error tables and the questionnaires for 1995 and 2000. (Contains 11 figures, 12 tables, and 26 references.) (SLD)