This report examines the success of students with lower levels of high school performance who began in transfer-level math as a result of Assembly Bill 705 (Irwin 2017). AB 705 is historic legislation that transformed placement and eventually ended developmental education in California's community colleges. Since community colleges are open access institutions, it is particularly important to monitor the impact of such reforms on students who are perceived to be underprepared--particularly in math, which has historically been a persistent barrier to academic progress for many students. In this report, the authors focus on students in the lowest placement band of the placement rules (i.e., default placement rules), that were developed by the Multiple Measures Assessment Project (MMAP) to support colleges in operationalizing AB 705. The authors compare the predicted versus actual success rates of students in the lowest placement band who were placed into, and began in, transfer-level math courses post-AB 705. If the predictions overestimated the success of these students, California community colleges may have grounds to revisit the efficacy of developmental education as a means for meeting AB 705's mandates.