This study addresses the placement of students in remedial education among community colleges in the United States. Of specific interest is the appropriate entry-level placement of students in math courses. Citing that traditional standardized placement tests are overly broad and thus of questionable value for placing community college students in entry-level algebra and arithmetic courses, the purpose of this study was to create and test a tool designed specifically for the placement of students into such classes at technical colleges across the state of Ohio. The resulting tool was named the Arithmetic Achievement Test (ATT). The ATT was administered to a total of 415 students enrolled in entry-level algebra classes at six, two-year technical colleges in Ohio. Scores on the ATT were then compared with the students' final test scores and course grades. Based on the analyses performed on the given sample of students, results indicate that the ATT may be a useful tool as used for placement of students in arithmetic and algebra courses at two year colleges. Individual differences between each of the six colleges are discussed, as is the role of student motivation. (SKF)