A pilot validity study was conducted of the use of eighth-grade language arts portfolios for ninth-grade English placement decisions (academic or general) in a school district that consists of a city and an independent borough. Portfolios offered an opportunity to collect and examine multiple measures of performance for decisions previously made on the basis of language arts grades. Criteria-for-Placement sheets were designed as cover sheets for the portfolios, and portfolio contents, placement criteria, and rubric design were aligned with the transitional outcomes defined. Writing samples were scored on four dimensions and used with other criteria such as test scores, grades, and work and study habits to place 123 students. The effect of the new criteria was to make recommendations for Academic English more rigorous. The Criteria-for-Placement form exhibited acceptable validity and reliability in the pilot study. Examination of rater bias and of student outcomes after placement are recommended for further study. (Contains eight unnumbered tables and three references.) (SLD)