In 2007, over 70% of students entering community college enrolled in developmental math. While the intent of assessment is to fairly place students in appropriate courses, the tools and strategies currently utilized do not produce the intended results. The purpose of this quasi-experimental quantitative study was to explore the efficacy of a new assessment intervention, namely remediating deficiencies identified via ALEKS Computerized Placement Test (CPT) and offering students the option to retake the CPT to improve placement outcomes. A one-group, pre-post design was used to examine the effect of the intervention on test scores, placement outcomes, and completion rates. A community college in the Southwest, the first college to utilize the ALEKS testing instrument for math assessment, review, retesting and placement purposes, served as the research site. Participation was limited to students who scored below the cutscore and volunteered to review material prior to retaking the CPT. A paired t test was used to compare pre- and post-CPT scores for 172 students and showed significant increases in test scores [t(171) = 12.13, p < .0001, α = .05]. Group comparability among demographics was determined via ANCOVA and results showed significant test score increases for males [F(1,151) = 10.43, p = .0015] and Asian, White, and Hispanic students [F(5,151) = 15.66, p < .0001] at α = .05. Overall 54% of students improved placement; 29% gained access to college-level math and 25% improved placement within remedial math. Results of one-sample z test for proportions (z = -.3229, p = .6266, α = .05) indicated that students who placed in college-level math as a result of the intervention were as successful as those originally placed. Logistic regression results identified variable gender significant in predicting placement outcomes [χ²(1) = 15.74.p < .0001] and success rates [χ²(1) = 14.69, p = .0001] with male students more likely to improve placement and successfully complete the course (α = .05). Further research is warranted to substantiate the efficacy of this new assessment placement approach and reliability of ALEKS A holistic view on assessment placement would serve institutions well in promoting greater student success.