A project was conducted to develop a model for evaluating placement testing in the North Carolina System of Community Colleges. Researchers at Central Piedmont Community College conducted a longitudinal study of students' progress through the college curriculum as it related to placement test scores. The following numbers of students comprised the study populations used to assess the effectiveness of individual placement tests: 890 students for the communication tests, 398 students for the reading tests, 117 for the math pretest, 69 for the arithmetic placement test, and 47 students for the school and college ability test (SCAT). With the exception of the math pretest, the arithmetic test, and the SCAT, all of the tests appeared to be valid instruments for predicting student success in the courses for which they served as placement tests. Based on this project, it was recommended that standardized placement tests continue to be emphasized as a prerequisite to course placement in the North Carolina Community College System, and that the analysis of currently used placement tests be a continuous and ongoing process. (Appendixes to this project report include the questionnaire used to determine which placement tests are currently in use in the North Carolina Community College System, materials used in placement testing at Central Piedmont Community College, a formula for evaluating the success rate of students in the college curriculum, and a description of a project planned to evaluate placement testing for selected allied health programs.) (MN)