ACT and 127 institutions (primarily community colleges) worked together on a Partners in Progress Research project comparing ASSET reading, writing, and math scores (incoming student placement tests) with CAAP reading, writing, and math scores (exiting student outcomes test). This was in order to refine the content of the related exams, and establish the degree of statistical relationship between them so that student intellectual growth might be measured between the student's point of entry and the point of exit from the institution. Administrators at Mid-Plains Community College Area (MPCCA) compared 108 pairs of ASSET and CAAP reading scores. Results indicated that reading improvement of MPCCA students was comparable with the public, two-year college normative percentages of improvement, with the majority of students achieving expected gains in their reading. In terms of writing test cohort, 163 matched ASSET/CAAP outcomes indicated that MPCCA students improved their writing ability at a slightly higher rate than the norm. For 162 ASSET/CAAP math outcomes, results indicated that although MPCCA had slightly more students improving at a lower rate than expected, they also had slightly more students improving at a slightly higher rate than the norm. (YKH)