The academic outcomes assessment movement focuses on measuring student learning as a direct outcome of the teaching process. This paper supports the idea that community colleges are well situated as leaders in the area of academic outcomes assessment, since the purpose of this movement--improving student learning--is one and the same with the mission of the college. What is new is the increased focus on finding more effective instruments to assess student learning and ensure systematic feedback from the data. Topics discussed in the paper include the following: course grades as a primary means of academic outcomes assessment, programs for assessment, scope of assessment, mandatory assessment initiatives for higher education, accreditation support, faculty cooperation, and best practices of academic outcomes assessment. According to North Central Association consultant-evaluators, criteria for assessment programs should include structure, systematic workings, continuity, administrative commitment, long-range plans, and a budgeting process. Principles of good practices for student assessment as stated by the American Association for Higher Education are listed, as well as an explanation of several examples of different forms of academic outcome assessment. (Contains 18 references) (AS)