Since 1985, students taking English 101, the basic composition course at Shoreline Community College (SCC) in Seattle, Washington, have been required to take the Nelson-Denny Reading Test and submit a piece of writing for holistic grading. The introduction of the testing process prompted several questions among students and faculty about what the test results meant in terms of students' chances of success in English 101. In 1985-86, two studies were conducted to compare students' test results and final course grades in English 101. Data were also recorded for student age and sex and correlated with course grades. The study found that there was a direct correlation between many of the students' scores and their performance in class; and that the predictive validity of the tests was imperfect, with many students doing well in class despite low scores and many doing poorly despite high initial scores. Interviews conducted with students and staff during the study period led to the following conclusions: (1) test results can serve as catalysts for student success; (2) the testing process can be an impetus for high school achievement; (3) a significant number of students who failed the course did so for reasons other than an ability problem; (4) students who do well in class despite low scores often do so because of the attitude and involvement of the instructor; and (5) the feedback component of the testing process plays a critical part in motivating students. (EJV)