A majority of high school graduates aspire to earn a college degree (ACT, 2016), yet many students are graduating from high school unprepared to do college-level work. As a result, about one-third of college freshmen enroll in at least one developmental course upon entry to college (Skomsvold, 2014). Because developmental courses are often not credit-bearing, having to take them can delay students' degree completion and increase the cost of their education (Attewell, Lavin, Domina, & Levey, 2006). To provide students and educators with an empirical definition of what it means to be academically ready for first-year credit-bearing college courses, ACT developed the ACT College Readiness Benchmarks based on college course grade data from 214 two-and four-year institutions (Allen, 2013). The ACT College Readiness Benchmarks are scores on the ACT subject-area tests that represent the level of achievement required for students to have at least a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in corresponding credit-bearing first-year college courses. These college courses include English Composition, College Algebra, introductory social science courses, and Biology. The Benchmarks correspond to scores of 18, 22, 22, and 23 on the ACT English, mathematics, reading, and science tests, respectively. Students meeting the ACT Benchmarks are less likely to take remedial courses and more likely to enroll immediately in college after high school, persist in college, earn a college GPA of 3.0 or higher, and complete a college degree as compared to students who do not meet the ACT Benchmarks (ACT, 2010; Radunzel & Noble, 2012). The goals of this study were to determine the student and school characteristics that are related to students' chances of meeting each of the individual ACT Benchmarks as well as to their chances of meeting a specific number of Benchmarks.