A comparison of the reading skills assessment programs at three community colleges in Virginia and New Jersey is presented as part of an examination of the kinds of placement decisions that are made from assessment test data. Introductory comments focus on the controversy surrounding the growing emphasis on skills assessment in open-door community college systems. Next, the three reading skills assessment programs are described in terms of their implementation, findings about students' skills levels, and placement policies. Finally, conclusions are presented, emphasizing: (1) the importance of skills assessment for translating the community college's open door policy into student retention and success; (2) specification of skills required in college level courses; (3) testing instruments that accurately and incrementally measure skills; (4) remedial curriculum staffed by faculty committed to developing these skills; (5) clearly stipulated performance goals and completion time frames set and monitored for students; (6) post-evaluations to determine when exit proficiency has been achieved; (7) regular interaction between students identified as being in need and faculty, advisors and counselors; and (8) financial support for administrative/faculty personnel, facilities, and monitoring systems for the program. (LAL)