To identify a set of predictor variables for student grades in a first-quarter English course, a study was undertaken of students' reading and language scores on the Career Planning Program (CPP) and the Multiple Assessment and Program Services (MAPS) placement tests. In addition, the relationship was examined between the first-quarter English course grades and students' age, gender, and race. The CPP and the MAPS were administered to all students at a metropolitan two-year college prior to the first day of classes in the four quarters of 1989. In addition, reading and language subtests were administered on the first day of classes to 104 students enrolled in entry-level English course. Study findings, based on an analysis of student course grades, standardized test scores, and demographic variables, included the following: (1) the mean age of the sample was 26 years old, 63.5% were male, and 95.2% were white; (2) age and the MAPS reading and language scores were found to be statistically significant in predicting students' grades; (3) CPP reading and language scores, gender, and race were not found to be statistically significant; (4) a significant positive relationship was found between all of the subtests; and (5) while age was found to have a significant relationship with the two MAPS subtests, it showed no relationship with the two CPP subtests. (BCY)