A survey was conducted by the Learning Assessment Retention Consortium of the California Community Colleges to determine the extent of community college involvement with academic standards in California. The survey investigated the relationship of the colleges to adult education, assessment practices, entrance standards for vocational and baccalaureate courses, and exit standards for graduation. Based on responses from 68 of the 108 colleges surveyed, composite profiles were developed of the typical community college, those colleges highly involved with academic standards issues (32% of the sample), those moderately involved (57% of the sample), and those with low involvement (10% of the sample). The statewide composite provided the following information: (1) 76% of the colleges referred students with low English skills to adult education; (2) 65% required assessment of all new day and evening students; (3) 22% used skills prerequisites for most of their vocational classes and 26% required skills prerequisites for most of their baccalaureate classes; (4) arithmetic or basic math was used as an exit standard by 31% of the colleges, beginning algebra by 55%, and intermediate algebra by 15%; and (5) about 27% of responding colleges used reading proficiencies as part of their exit standards, requiring either a reading class or a national reading test score at the 11.5th grade level. The study report includes composite profiles based on level of involvement and individual profiles for each responding college. (RO)