Assumptions have been made about the growth and development of reasoning and communicating skills in college. This study describes a standardized set of assessments of reasoning, writing and speaking with norms for freshmen and seniors and multiple equated forms. The study provides evidence of the validity and reliability of these assessments. Utilizing data for 1589 freshmen and 1366 seniors at 13 institutions, an examination of interrelationships of these three scales yielded correlation coefficients ranging from .35 to .51. Correlations with ACT scores, grade point averages, and Reading scores were also at modest levels. For seniors, no meaningful differences in means were found by age group or area of interest, although women evidenced higher means than men on all three scales. Substantial differences in sample means for 10 freshman samples and 13 senior samples were observed for all scales. Cross-sectional comparisons of freshman and senior samples at six institutions suggested that students at some schools evidenced almost twice as much growth as samples at other schools. Senior mean level of proficiency in reasoning suggests that college impact on skill development may be less than institutions might wish. (Author/PN)