The Multiple Measures Assessment Project (MMAP) research team has conducted this study in order to examine whether student completion of a transfer-level course in math or English within one year varies by students' participation in either the Extended Opportunities Programs and Services (EOPS) program or the Disabled Students Programs and Services (DSPS) program. In addition, this study seeks to examine if throughput rates vary in relation to whether a student enters directly into a transfer-level English or math course compared to beginning the sequence one level below transfer. The data examined in this report are disaggregated by students' EOPS and DSPS status and across high school grade point average (HSGPA) ranges associated with different levels of college course performance as determined by the Multiple Measures Assessment Project decision trees for transfer-level English, statistics, and pre-calculus. This report presents the throughput rates for students whose first course at a California Community College (CCC) was either at transfer-level or one level below transfer in English, statistics, or pre-calculus to determine whether observations of higher throughput for direct placement are consistent across subpopulations in the CCCs. In the first section of the report, the report briefly provides an important context for this study by describing MMAP's use of decision trees and the ways in which MMAP analyses are now being utilized to advance compliance with newly adopted AB 705 requirements. The remainder of the report presents the success rates of students who entered English or math at transfer level and also analyzes the throughput rates for students who began at one level below and then went on to enroll in the transfer-level course. These success and throughput rates are examined by students' EOPS and DSPS participation and are further disaggregated by students' level of high school performance. The report concludes with a summary of the primary takeaways and overall recommendations. [This report was co-written with Educational Results Partnership.]