ABSTRACTSUMMARY OF PROCEDURESThis study was undertaken in order to determine the relationship of various predictors of academic success to measures of first‐year achievement at the University of Rochester. Special attention was given to the problem of reducing the numbers of predictors without greatly decreasing the effectiveness of prediction, and to a comparison of the predictive values of the College Entrance Examination Board Scholastic Aptitude Test and the American Council on Education Psychological Examination (ACPE). Data for this study were provided by Mr. Charles R. Dalton, Director of Admissions at the College of Arts and Science of the University of Rochester.First‐year students in liberal arts, science, and engineering curricula were included in this study; the results for each of these groups are considered separately in this report. Within the liberal arts and science groups, separate analyses were made for men and women in order to determine whether or not there are sex differences in the relationship of predictors to measures of achievement. Comparisons were also made between the performance of veterans and nonveterans within each group of men.CONCLUSIONSThe findings of this study suggest that the number of tests administered at Rochester could be reduced considerably with little loss of predictive effectiveness. The best combinations of three or four predictors yield validity coefficients which are almost as high as those obtainable with as many as ten predictors. The over‐lapping among the predictive measures in the present battery is also indicated by the relatively high intercorrelations among various tests.The combination of Scholastic Aptitude Test scores with High School Rank appears to be slightly superior to a combination of American Council on Education Psychological Examination scores with High School Rank. Only for engineering students does an appreciable difference in multiple correlations appear; for these students, the SAT‐High School Rank combination has a value of .56 and the ACPE‐High School Rank combination has a value of .48. The correlations are increased some—what for male science and engineering groups by the addition of the Rochester Chemistry or Physics Test score.The effectiveness of prediction of an appropriate course grade in each curriculum was also studied. For men in liberal arts, the Iowa English Placement Test is the best predictor of English grades and SAT‐V is second best; High Sohool Rank is the best predictor of this grade for women in arts. High School Rank is also equal or superior to any other measure as a predictor of physical science grades for men and women in science curricula. For men in engineering, the Rochester Mathematics Test is considerably superior to the other measures as a predictor of mathematics grades.