In recent years, community colleges have developed innovative assessment programs to respond to more explicit state guidelines and mandates for greater accountability. In California, for example, the State Assembly began requiring community colleges to address specific educational and fiscal performance issues in assessments in 1989, while state-imposed accountability standards have also been implemented in Florida, New Jersey, and Virginia. Even in states where accountability measures are not mandated, community colleges have recognized the importance of documenting outcomes for maintaining public trust and funding, and many innovative programs have been implemented. At California's Los Rios Community College District, the Student Flow Research Model was developed to integrate external and internal data on the college's service area and enrolled student outcomes. New Jersey's Hudson County Community College recently conducted a comprehensive assessment that was closely articulated with the college's new mission statement. The assessment helped the college determine both how well it was meeting its new mission and how well it contributed to the state's master plan for education. Finally, at Florida's Pensacola Junior College, a long-term assessment program was begun in 1990 that offers flexibility and the ability to incorporate changing goals. Under the plan, institutional effectiveness is measured through 51 broad goals, while respondents are allowed to choose their own indicators. (BCY)