Placement tests are utilized in community colleges to assess students’ academic readiness in reading, writing, and math. Scores on these tests often determine whether students are placed directly into college-level courses or are required to take remedial classes. Previous research has shown that student outcomes in remediation are poor, and remedial coursework can cost additional funds and extend students’ educational timelines. Studies have also shown that students of color and those from lower socioeconomic backgrounds are more frequently assigned to remediation, and many students are misplaced into remedial coursework when they could have been successful in college-level work. Therefore, it is critical that placement tests are examined for accuracy and equity. A Large Midwestern Community College System recently adopted a new placement test called EdReady English to assess students’ readiness in reading and writing. This quantitative study analyzed the accuracy of the EdReady English placement test at a selected campus of a Large Midwestern Community College System to determine how students who were placed by EdReady English performed in their first credit-bearing English course. Additionally, student subgroups were analyzed to determine if students’ grades in the first credit-bearing English course varied by demographic factors such as age, race, and gender. Finally, the grades of students in the first credit-bearing English course were examined by placement method to determine how students who were placed by EdReady English performed compared to students who used other placement methods. The results of this study may be used to help policymakers and advisors determine the accuracy and equity of EdReady English as a placement tool.