California Assembly Bill (AB) 705 (2017) calls for community colleges to transform their approach to student placement in transfer-level English and math. This reform seeks to dismantle college reliance on standardized placement tests that have historically channeled many students--particularly those from underinvested communities--into remedial courses. By mandating the use of high school performance and multiple measures for placement, this legislative effort facilitates direct access to transfer-level coursework in these disciplines, removing a major barrier that has disproportionately affected students of color and individuals experiencing financial insecurity (Bickerstaff et al., 2022; Barnett et al., 2020). New research from The RP Group's Multiple Measures Assessment Project (MMAP) examines the long-term impact of AB 705 implementation on student completion, specifically achievement of transfer-level requirements and education goals. This brief includes: (1) A synopsis of the data and methods used for this research; (2) Key findings on transfer-level English and/or math completion within one year of entry into the California Community Colleges (CCC) and attainment of transfer and associate's degrees within two years; (3) Outcomes by race/ethnicity and among students with lower high school preparation; and (4) Implications and future considerations for implementation of AB 705.