Multiple catalysts are fueling states' increased urgency to establish a definition of "college readiness". Some states are creating a "college readiness" definition that describes what a student will know and be able to do in such core academic courses as English language arts and math, and that identifies items or benchmarks on state assessments that demonstrate attainment of those skills and knowledge. Other states have adopted what might be considered the opposite approach, identifying a score on a national or state assessment that demonstrates a student has the knowledge and skills to succeed in college. This issue of "The Progress of Education Reform" considers potential ways states might define "college readiness," identifying for each approach: (1) Potential benefits; (2) Potential drawbacks; and (3) Key components to consider. (Contains 19 endnotes.)