Community colleges across the United States are adopting multiple measures policies that place students into college-level or developmental coursework based on more than one indicator of student ability. Historically, community colleges relied on high-stakes tests for student placement but recent studies have exposed these as unreliable indicators of academic ability that place many students into the wrong courses, which has negative impacts on student success. In just five years, the number of community colleges that reported using multiple measures to place students into math courses has by 30 percentage points. In this study, I evaluate the extent to which North Carolina's newly implemented multiple measures policy accurately places students into the appropriate gateway math courses, using two measures of placement accuracy: the accuracy rate and the severe error rate. I compare accuracy rates against two alternative policies, placing all students into developmental courses or placing all students into college courses, and consider whether changes in the current policy cut-scores can be altered to increase placement accuracy. Findings reveal high accuracy measures when students are placed by high school GPA or standardized tests scores but lower accuracy when students are placed by a placement test. Compared to placing all students in gateway or developmental courses, the current policy is always the policy with the higher accuracy when success in gateway math is defined as a C. The more conservative severe error rate indicates almost no misplacement by high school GPA or standardized tests scores and only a 5% SER for the policy as a whole. Alternative cut-scores indicate several places where lower cut-score would place more students into the appropriate courses, particularly at the C and passing definitions of success. This is supported by lower accuracy rates and higher severe error rates for placement tests relative to other placement indicators. Implications for future policy, practice, and research are considered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]