Many students must take remedial or developmental mathematics coursework to gain skills and knowledge necessary to satisfy college-level quantitative literacy requirements; however, large numbers of those students struggle to complete such coursework and are consequently unable to graduate. This issue implies the need to reform developmental mathematics curricula, and modern developmental mathematics curriculum standards have been used as a basis reforming developmental mathematics curricula and programs at a number of community colleges and universities. We report an analysis of developmental mathematics assessment practices based on a large dataset, and how assessment practices indicate alignment with reform-oriented curriculum standards. We conclude with suggestions for improving developmental mathematics curricula.