Providing remedial (also known as developmental) education is the primary way colleges cope with students who do not have the academic preparation needed to succeed in college-level courses. Remediation is widespread, with nearly one-third of entering freshman taking remedial courses at a cost of at least $1 billion per year. Despite its prevalence, there is uncertainty surrounding its short- and longer-run effects. This paper presents new evidence on this question using longitudinal administrative data from Texas and a regression discontinuity research design. We find little indication that remediation improves academic or labor market outcomes. Additional data are appended. (Contains 32 footnotes, 11 tables, and 5 figures.) [This article has been published as: Martorell, Paco and Isaac McFarlin Jr. 2011. "Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes," The Review of Economics & Statistics, 93(2): 436-454.]