For years, colleges have used placement exams to determine whether to deem incoming students "college ready" or assign them to developmental education. Emerging information reveals the tests have little correlation to students' future success, casting doubt on their use even as the high stakes for students of taking remedial courses become clear. Educators are rethinking whether the tests are fair and wondering if their traditional use constitutes a barrier to college completion. For many states, efforts to strengthen the college readiness of high school graduates and improve college completion rates have created pressure to develop a coherent statewide policy framework for placement assessment. In spring 2012, Jobs for the Future convened state officials and community college leaders--including representatives from the Achieving the Dream, Developmental Education Initiative, and Completion by Design state policy networks--to discuss research and innovations in placement and assessment and how they might help improve outcomes for students traditionally served by developmental education. Supplementing those discussions with interviews and analysis, "Where to Begin?" explores the various ways states and systems are grappling with new, sometimes confusing, information about placement exams as part of broader student success initiatives. [For the full report, "Where to Begin? The Evolving Role of Placement Exams for Students Starting College," see ED537265.]