Tests like the Ohio Graduation Test are part of what has become known as the "standards-based" reform movement in education. Simply put, they allow states to measure whether or not students are learning according to whatever set of standards, benchmarks and indicators are adopted by that state. They also help meet, in part, the reporting requirements of the Federal "No Child Left Behind" (NCLB) Act. Such tests, however, are not without problems. Most problematic is their relevancy to what is required by higher education and the workforce. Ohio has a new, evolving, P-16 agenda. Placing 39th among states in four-year college degrees, Ohio must begin to reconsider the entire continuum of education and the workforce to insure its economic future. If educational systems are to be productive, serious questions emerge as to such issues as loss of instructional time due to testing, costs of such tests and whether or not such tests are "productive" from the aspect of improving instruction or promoting access to college and post secondary instruction. What if a single test in Ohio could meet several needs at once? What if a test could not only measure Ohio's K-12 academic standards, but also serve for college admission and (given that the basic skills needed for both college and the workplace are now virtually the same) career entry? The purpose of this study was to see whether or not the ACT test, or a combination of ACT's EPAS System or WorkKeys Assessment could, with some additions, serve this purpose. Methodology involved utilizing an ACT crosswalk to Ohio Standards and analysis of the Ohio Graduation Test by the International Center for Leadership in Education (ICLE). The major finding of the study is that the ACT assessments (social studies excluded) do an adequate to excellent job of measuring Ohio's academic content standards at the 10th grade and beyond into the 11th and 12th grades. When certain Ohio benchmarks are eliminated, the even more compelling. The following are appended: (1) Ohio Academic Content Standards Compared with ACT's EPAS Assessments Executive Summary; (2) Attended OGT to ACT Meeting June 29 & 30, 2004; (3) ACT/OGT Conference Agenda; (4) Excerpt From the Ohio State Board of Education's Regular Meeting and Annual Retreat; and (5) Excerpt from ICLE Review of Ohio Academic State Standards, Benchmarks and Indicators. [This document is a publication of the Stark County P-16 Compact with the Stark Education Partnership, Inc. Funding for this document was provided by grants from the Paul & Carol David Foundation; Dominion; Hoover Foundation; Ohio College Access Network; Fred F. Silk Charitable Foundation; Sisters of Charity Foundation of Canton; Stark County Educational Service Center; Stark Community Foundation; Stark Education Partnership; and Timken Foundation.]