A study was undertaken to obtain direct empirical evidence for the validity and usefulness of English as a second language (ESL) placement of a shortened version of the Secondary Level English Proficiency (SLEP) Test being used in the Los Angeles Community College District (LACCD) and locally developed and scored writing tests. The LACCD provided scores on the shortened version of the SLEP and the writing samples, grades in English, and background data for over 10,000 students. Patterns of performance and concurrent relationships among scores on components of the LACCD placement battery were noted. Observed levels of correlation among scores and student performance in courses (grades earned) by course and college, and in various subgroups, were analyzed. Also considered was the extent to which observed relationships were influenced by nonvalidity-related factors. Findings provided direct evidence that the shortened SLEP and locally developed writing tests were providing valid information regarding ESL proficiency, and that they appear to be an effective basis for placing students within practical time constraints. One exhibit, 22 tables, and 6 figures present study data. Three appendixes contain an additional nine tables of supplemental information. (Contains 23 references.) (Author/SLD)