To establish an objective measure of English skills for graduation candidates and to determine whether objective and subjective measures of English skills produce different results, 101 volunteers completed a writing sample and the Reading and Written English Expression tests of the Comparative Guidance and Placement Program (CGP). Scores obtained on the three measures were analyzed by sex, ethnic origin, high school and college grade point average, high school English grade point average, and college English courses completed. Analysis of the data showed: (1) the graduation candidates scored slightly higher than national norms for the Reading and Written Expression tests of CGP; (2) those who completed a freshman composition course scored much higher than those who completed one or more remedial English courses and significantly higher than the mean of the national norm group, while the remedial English group scored significantly below this mean; (3) minorities as a group, except Asians, appeared to be less prepared for college-level English; (4) no significant differences in English skills based on the type of remedial English completed; and (5) no significant differences in mean scores among the three measures. Criteria for scoring the writing samples and other study-related materials are appended. (MB)