This paper critically examines traditional means of assessing college students' need for remediation and suggests as a replacement an expanded definition of college readiness, where readiness is more complex than rudimentary content knowledge and more multifaceted than a single cut point. The paper presents and explains four dimensions of readiness that should be assessed, considers types of additional measures and methods needed to collect such information, offers a model for a student profile that captures and communicates this richer information, suggests some of the ways this information might be put to use by schools and students and the changes that would result from doing so, and considers the challenges involved in doing so. (Contains 2 tables and 3 footnotes.)