It would be difficult to overestimate the pivotal role of postsecondary remediation for higher education in the US (Astin, 1998; Levin & Calcagno, 2008). As discussed in detail by Bahr (2008a), taking into account the importance of educational attainment as a predictor of socioeconomic outcomes (Kerckhoff, Raudenbush, & Glennie, 2001), remedial coursework represents a lifeline in the ascent to financial and social-structural stability for individuals who face significant deficiencies in foundational subjects (Day & McCabe, 1997; Roueche & Roueche, 1999). In fact, remediation is distinctive in higher education because, rather than sifting and sorting individuals into strata of attainment (Spring, 1976), it aims to equalize attainment between advantaged and disadvantaged groups (Roueche, Roueche, & Ely, 2001). As Bahr (2008a) explained,“remediation is, by definition, a ‘remedy’intended to restore opportunity to those who otherwise may be relegated to meager wages, poor working conditions, and other consequences of socioeconomic marginalization”(p. 422). In light of this objective, one would hope that students of historically disadvantaged and advantaged groups would benefit equally