Recent research has shown the use of standardized placement testing has caused more students to place incorrectly into developmental education due to the narrow and rigid cut scores. Placing unnecessarily into developmental education can be costly for both the student and the institution and cause negative emotional effects that may lead students to not begin their educational career. The use of multiple measures, or high school GPA, has shown to be more accurate in placing students into courses. The purpose of this quantitative, causal-comparative study was to determine the efficacy of five different course placement determinants at Manchester Community College, including the use of high school GPA and Next Generation ACCUPLACER, both of which were in their inaugural year at the time of this study. This study used ex post facto data from the fall 2019 semester. This study reviewed the final and the term grade outcomes of first year students who placed and enrolled into ENG101 by the five different course placement methods. First, logistic regression analyses were calculated to examine the relationship between each placement determinant and the dichotomous "successful" or "unsuccessful" outcome. Then, Pearson's correlation coefficients were conducted to determine if there was a correlation between each determinant and the student's college term GPA. The findings revealed high school GPA was the most accurate placement determinant and was a better predictor of success in the student's first semester in college. Implications for this study include cost savings, decreasing incorrect developmental course placement, and removing barriers for students. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]