Colleges across the California Community College (CCC) system have been preparing for changes to their assessment and placement processes associated with the required implementation of Assembly Bill (AB) 705. While many initiatives were already underway to increase students' completion of their education, including Guided Pathways and the Student Centered Funding Formula, AB 705 focuses on maximizing student completion of transfer-level English and math within one year. In order to understand how the mandate of AB 705 has impacted student enrollment and success over time, including the years leading up to the 2019 required implementation, the Research and Planning Group for California Community Colleges (RP Group) conducted a statewide analysis of student outcomes from fall 2015 to fall 2019. The areas of inquiry in this report include enrollment in transfer-level English and math courses and success in these courses, both as a proportion of those who enroll in them and as a proportion of the general math- and English-course-taking population overall. This analysis examines data from five fall cohorts from 2015-2019. However, this report focuses most on the changes that occurred between cohorts that began in fall 2018 and fall 2019, the time period during which colleges were "required" to increase enrollment in transfer-level courses. To better understand the relationships between AB 705 reforms and student outcomes, this report explores research questions pertaining to the following two key areas: (1) enrollment in transfer-level English and math courses; and (2) success in transfer-level English and math classes.