This monograph analyzes new competency-based college admissions strategies linked to school reform initiatives that focus on linking K-12 and postsecondary education systems. It is based on data collected as part of a national survey of state higher education agencies and site visits to Colorado, Georgia, Maryland, Ohio, Washington, and Wisconsin, with Wisconsin, Colorado, and Washington selected for in-depth study because of their early involvement with and substantial commitment to a competency-based model. Following an introduction, individual sections address: (1) policy environments that support change and new roles for state systems as facilitators and partners in the development of competency-based systems; (2) reasons for competency-based admissions (to respond to political forces, to articulate curriculum with public schools, and to ensure better-prepared students); (3) development and implementation of competency-based admissions and competency assessment; and (4) the effects so far, especially in Wisconsin and Colorado, the only states now admitting students via competency-based programs; and (5) continuing challenges, including costs and benefits, predictability and portability questions, compatibility with nontraditional learning, and common understandings of terminology. (DB)