Prompted by repeated failure on a required English language proficiency test by a large proportion of undergraduates, educators at Cardinal Stritch College (Wisconsin) conducted a study to determine predictors of failure or success on the test, and whether revision of course placement standards should be considered to improve test performance. Academic and demographic data on 1,587 students from 1987-92 were analyzed for predictors of failure on both grammar and essay sections of the test. Certain subgroups (males, non-whites, nursing majors, community college transfers, and students entering as transfers) consistently performed less well on both test parts. Scores on standardized tests, letter grades in English department courses, and age were consistently high predictors of success on the test. (Contains 16 references.) (Author/MSE)