The relationship between student scores on standardized achievement tests taken in the eighth grade and the Ohio Ninth Grade Proficiency Test (ONGPT) was studied to determine whether standardized achievement test cut-off scores can be used in place of the ONGPT. Students enrolled in the eighth grade in an urban school district in the spring of 1989 for whom achievement test scores were available and who were still enrolled in the district in January of 1992 (N=1,058 students) were divided into groups by subject based on their eighth-grade reading, language, and mathematics achievement test scores. The number who passed, failed, or did not take the ONGPT was recorded for each stanine group and for each time students retook subtests they had failed. Mathematics achievement test scores were associated with mathematics ONGPT scores; and the citizenship ONGPT (perhaps more of a logic and reading test) was highly correlated with the reading, language, and mathematics achievement tests. There was low correlation between the writing ONGPT and the reading and language achievement tests. Other concerns within the ONGPT were the relatively greater difficulty of the mathematics ONGPT than the reading ONGPT, and the problems with holistic scoring of the writing ONGPT. Relationships between the standardized achievement tests and the ONGPTs were not strong enough to substitute the standardized tests for the ONGPTs, but standardized test scores can help identify students who need additional preparation for the ONGPT. Ten tables present study data and correlations. (SLD)