This study examines the relative value of five empirical procedures for determining cutscores in placement of entering college freshmen. Placement test scores were obtained for all students entering in the fall, but tested in the summer of 1983 at a midwestern community college. Students who took at least one placement test in arithmetic, algebra, or English and who enrolled in at least one of the several freshmen courses were included in the study. The methods chosen were the lowest "C," the equal percentile, and three regression procedures. These procedures derive various cutscores, and this study looks at what placement distributions would have occurred if each procedure's cutscore had been rigidly applied. Relative value is determined by the percentage of true placements versus false placements. In addition, each method is compared with and without the inclusion of students who withdrew from courses. Results indicate limited utility for the lowest "C" and the equal percentile procedures. The two regression lines developed by regressing placement scores on grades (the criterion measure) and by regressing grades on placement scores were unstable across tests. The "average" regression line of these first two produced the most stable (across tests) cutscores and the most acceptable ratios of correct to incorrect placements. (Author/JAZ)