In 1989, a research project was initiated at Sacramento City College (SCC) to conduct a retrospective analysis of a sample of 400 continuing and entering students enrolled at SCC during fall 1987. The purpose of the study was to examine the relationship between academic success, basic skills assessment test scores and recommended placement levels, and demographic and educational background variables. The students were followed from fall 1987 through spring 1989, and their academic success was measured in terms of their cumulative grade point average (GPA) and the number of semesters they persisted as students at SCC over the two-year period. Selected findings included the following: (1) age was a significant predictor of cumulative GPA, but not of scores on the Stanford Test of Academic Skills (TASK) English or reading tests; (2) being female was a significant predictor of higher English test scores; (3) being a non-native English speaker was a strongly significant predictor of lower English and reading scores on the TASK; (4) English and reading scores varied significantly between ethnic groups, as did cumulative GPA and persistence; (5) English and math course levels completed were significant predictors of English and reading scores and of cumulative GPA; (6) English course level also positively predicted persistence; (7) college units (or degrees) previously completed were significant predictors of cumulative GPA, but not of assessed scores; and (8) TASK English and reading test scores and recommended placement levels were significant predictors of cumulative GPA, but not of persistence. This document consists of two separate papers: an Executive Summary and the complete Final Report. (JMC)