In recent years, OECD considerably has paid attention to the problem of students’ academic failure and the remedial ways. The OECD in 2012 released the report of “equity and quality in education. Supporting Disadvantaged students and schools” pointed out, reducing academic failure are beneficial to both the individual and the society, and contributing to the economic growth and social development. In the fact, the member countries of OECD are facing the problem of academic failure and drop out school. In OECD countries, nearly one fifth of the students failed to achieve the demand of basic skill level to have in society; students, who in the lowest social and economic status are the poor performance of academic and the average student to two times higher, which means personal or social status becoming the obstacles to achieve the education. The case is an average of 20% of young people, who dropping out of high school before finishing the high school. The problem of academic failure and dropping out of school cost highly in the social and economic, because people who in the higher level of education can make more contributions to democratic society and sustainable economic, and less dependent on public funding, and less by the impact of the economic downturn. Based on context, the OECD believes education policy must require investments education for students from early childhood to high school, to enable the students to obtain excellent education early, at least, before completing high school, students stay in the education system, and effectively get the skills and knowledge from social and labor force market required. Based on this, this paper aims to understand the basic remedial instruction policy from OECD, which including the results and report, then providing the reference for our country’s educational reform through the literature and policy analysis.