Since the fall of 1924 the Kansas State Teachers College of Emporia has administered to its entering freshmen a battery of examinations. The tests included in the battery have varied from year to year; but, for the most part, they have covered the following fields: intelligence, English, vocabulary, reading, mathematics, and spelling. On the basis of composite scores which the freshmen make, the students are divided into ten groups, known on the campus as deciles. The tests are intended to measure native capacity and previous preparation. An intensive study1 has been made as to the relationship of performance on these examinations to success in college. The study reported here was begun for the purpose of determining to what extent previous preparation, as measured by high-school marks, is related to success in college, and to what extent high-school marks and entrance examinations can be used to predict college success. Subjects for the study were, in general, students who entered the Teachers College during the period of September, 1924, to September, 1932, and who continued for at least two consecutive years. Those students who entered in January were not included. Students who transferred work in excess of eight semester hours taken before their first two years at Emporia were excluded, as were those who had completed more than sixteen hours of work at Emporia, through summer school or correspondence, before taking the entrance examinations. In addition, it was necessary to eliminate some of the students because of irregularities in the high-school transcripts. The number of cases included varied from 81 for each of deciles one and two to 174 for decile ten, the total number being 1,204. Four hundred ninety-eight of these were included in the studies for the third year of college; 284 were in school a fourth year; and 341 completed a four-year equivalent either through attendance during the regular academic terms, through summer-school work, or by pursuing correspondence courses. It is readily recognized that, although the method of securing subjects was entirely arbitrary, it can scarcely be termed unselected if unselected is taken to mean an approximation to the normal distribution curve. The reason is, of course, that mortality among the lower deciles is greater than it is among the higher ones.2 In general, the method used was that of intercorrelations, in which highschool marks, college marks, and decile rank on intelligence, English, vocabulary, reading, mathematics, and spelling tests were the variables. For the secondary work one grade average was computed for the entire four-year period. On the college level, however, averages were computed for each year separately, for the first two years combined, and for the four years combined.