This paper discusses cohorts of Rio Hondo College (California) fall term students who completed the English/English-as-a-Second-Language (ESL) assessment test under the ESL scoring rubric between fall 1996 and spring 2001, and considers the relationships of assessment testing, enrollment, and course success. Report highlights include: (1) the proportion of potential Rio Hondo ESL students assessed into lower-level ESL courses increased, and the proportion assessed into higher-level ESL courses decreased, during five of the last six fall term placement cycles; (2) overall success rates in the first credit/no-credit or graded ESL or English courses that the students took were 62% for fall 1996, 60% for fall 1997, 73% for fall 1998, 71% for fall 1999, and 79% for fall 2000 cohorts; (3) in only two cohort years (fall 1997 and fall 1998) were students statistically more likely to succeed than not if they took the ESL or English course recommended by the assessment test; (4) many students may be attempting too few ESL courses to reach the beginning college English level (ENGL 101); and (5) the problem is not so much succeeding in ENGL 101 but reaching the point of attempting the class-getting there is the bigger problem, especially for students placed below ESL 197. This report details success rates in specific ESL and English courses, and discusses implications for student success in the future. Contains numerous charts and statistics. (Author/EMH)