This follow-up study to College Readiness in Post-Remedial Academia (Schrynemakers, Lane, Beckford, & Kim, 2019) analyzed faculty's perceptions about students' academic literacies, academic standards, and grade inflation currently, as well as compared to five years ago. The study was conducted during a multi-year developmental education reform effort at a large, public, urban university, which has accelerated access to gateway courses and aims to improve college completion. Faculty also shared their attitudes about the need, if any, for high-stakes standardized testing at the associate's level (before students enroll in bachelor's level coursework). Findings indicated that a majority of surveyed faculty (N = 1512) at both community colleges and four-year colleges perceived weaker student academic literacies and academic standards compared to fve years ago. Community college faculty--especially those teaching developmental education and mathematics--perceived the lowest levels of academic standards during this time. Respondents also identified significant levels of grade inflation, with half of surveyed faculty calling for a return of high-stakes standardized testing before students are permitted to enroll in bachelor's degree programs.