This report concludes a multiyear series of implementation studies intended to inform the California State University (CSU) system about the implementation of Executive Order 1110 (EO 1110). A major policy established in 2017, EO 1110 requires CSU campuses to eliminate noncredit developmental courses (often known as "remedial" courses) in Written Communication and Mathematics/Quantitative Reasoning, change the process for how students are placed into those courses, and improve how students are supported to succeed. Following up on earlier reports in the series which have described course models and instructional approaches adopted as a result of EO 1110, examined student progress since the policy has been implemented, and reported on initial outcomes of revamped summer Early Start programs, this fifth and final report of the series focuses on how students are placed into entry-level math courses. Specifically, it focuses on the use of multiple measures for placing students and examines the predictive power of the measures for anticipating students' success in their first college math course. The report discusses implications of its findings for policy issues such as determining the appropriate grade point average cutoffs for placing students into different levels of math courses, the role of standardized testing in determining college math placements, and whether additional measures should be used to inform student placement.