This document discusses the Collegiate Assessment of Academic Proficiency (CAAP) and ASSET (developed for student advising, placement, and retention) tests that were conducted by Mid-Plains Community College Area (MPCCA) (Nebraska) on 190 students in April 2001. The purpose of the testing was to gather as many matched pairs of ASSET/CAAP scores for reading, writing, and math as possible. Matched scores made it possible to measure student intellectual growth between points of entry and exit from the institution. Out of the 190 students, 45 pairs were matched for math, 89 pairs for reading, and 91 pairs for writing. Results for reading ability growth showed that 12% of MPCCA students had lower-than-expected gains, 81% had expected gains, and 7% exceeded expected gains. Results for writing ability growth showed that 4% had lower-than-expected gains, 77% had expected gains, and 19% exceeded expected gains. Results for math ability growth showed that 16% had lower-than-expected gains, 75.5 % had expected gains, and 8.5% exceeded expected gains. This document concludes that the CAAP test requires greater knowledge and more complex skills than the ASSET test does. Overall, according to a combined percentage of students who achieved expected or higher-than-expected gains, the greatest intellectual growth could be seen in writing (with a combined percentage of 96%), followed by reading and math at 88% and 84%, respectively. (CJW)