Reading placements based on teacher judgment, standardized testing, and curriculum-based assessment were compared for 91 elementary students. Results indicated that although correlations among the three placement approaches were high, the congruency of scores from the three approaches was not, ranging from 48% to 69%. The most dramatic evidence of this in the present study was the fact that teacher placements of the fifth grade students was higher than that of fourth grade students even though both the curriculum-based measures and the standardized tests revealed that fourth grade students were functioning higher. Curriculum-based measures agreed best with the other measures. Implications for reading placement decisions are discussed. (Author/GK)