The number of incoming college students who require development mathematics coursework is a national problem. This is an enormous area of concern for a number of reasons--such as the monetary cost to students who must take courses for which they are not granted credit, and colleges and universities who must pay instructors to teach such courses. In this article, the authors examine a policy change recently implemented by the Massachusetts Board of Higher Education (MBHE) that seeks to address this issue by drastically changing how students are placed into their first college-level math class. A decision to change this process was made in October 2013 when the MBHE decided to implement four "primary and comprehensive recommendations" made by the Task Force on Transforming Developmental Math Education. The task force recommended a data-driven redesign of the program, including careful statistical analysis of the effectiveness of the changes with efforts to increase students' awareness of the placement process, as well as to improve their mathematical preparation.