While most community colleges admit all students who apply for admission, the vast majority have required students to demonstrate specified levels of literacy and numeracy before they can take college-level courses. Typically, students have been assessed using a single placement test, such as the College Board's ACCUPLACER. Colleges--or sometimes states--choose cutoff scores on the assessment. Students who score below the cutoff are not considered to be "college-ready" in the relevant subject area and are referred to remediation through developmental education courses. Research shows that placement tests alone do not adequately determine which students need remediation, and that they misplace many students into developmental courses who could be successful in college-level courses in the subject. As a result, many students must spend time and money on courses that they do not need. Colleges are therefore seeking more reliable and equitable ways of assessing student readiness for college courses. One approach is to use additional indicators of student preparation, such as high school records, noncognitive assessments that examine behaviors and attitudes, background questions, or other test results. These indicators can be used in conjunction with or in lieu of placement tests. This article discusses multiple measures assessment (MMA) and how this method can be more accurate than tests alone.