AS THE number of high-school graduates mounts and colleges are increasingly faced with more qualified applicants than they can admit, the problem of selective admissions becomes greater and more important. One way of meeting it is to increase selectivity. Raising entrance requirements serves the double purpose of limiting enrollments and changing the nature of the student body. Two types of question must be considered in any discussion of selective admissions. The first type concerns the kinds and numbers of students to be admitted, the probable rates of success of these students, and the effects of admissions on size of enrollment. The second type concerns problems of values, such as the objectives of higher education, the kinds of students a university should educate, and the relative importance of society's needs for different sorts of trained citizens. The figures which are reported in this paper suggest answers to the first type of question. Although they are generally useful in discussing the second type, the answers to which they lead are more or less dictated by the wishes and values of those who use them rather than the facts at hand. By restricting admission to young persons who graduated in the upper IO per cent of their high-school classes, we could accelerate the academic program, teach more abstract and more complex information, and furnish graduate students with a greater fund of knowledge and a larger repertoire of intellectual skills. If we restricted our enrollment in this way, however, we would sharply limit the number of persons participating in the intellectual activities of the university, and consequently the number of educated persons available for occupations which do not require professional training at the college level, or which, although they demand university preparation, are not of an exacting nature. Society needs university graduates drawn from a broad range of abilities. With smaller enrollments, it is likely that we would also have a reduction of university resources and facilities. The available data suggest what effect changing the admissions standards would have on enrollments and academic success and failure; they cannot determine what the objectives of a university should be.