TO FURTHER DETERMINE A HIGH SCHOOL STUDENT'S POTENTIAL FOR ACHIEVEMENTS IN COLLEGE AND ADULT LIFE, THE SCORES OF 18,378 COLLEGE APPLICANTS FOR THE NON-ACADEMIC ACHIEVEMENT SCALES OF THE STUDENT PROFILE SECTION OF THE ACT BATTERY AND HIGH SCHOOL GRADES WERE CORRELATED TO DISCOVER THE FOLLOWING--THE STATISTICAL CHARACTERISTICS OF THE NON-CLASSROOM ACHIEVEMENT SCALES, THE POSSIBLE INFLUENCE OF FAKING ON THE NON-ACADEMIC ACHIEVEMENT SCALES, THE RELATIONSHIP OF NON-CLASSROOM ACHIEVEMENT TO ACT TEST SCORES AND TO HIGH SCHOOL GRADES, AND THE POSSIBILITY THAT MAJOR FIELD AFFECTS THAT RELATIONSHIP. CORRELATIONS BETWEEN THESE MEASURES OF ACADEMIC AND NON-ACADEMIC ACCOMPLISHMENTS ARE NEGLIGIBLE. INTEREST, DEFINED AS CHOICE OF MAJOR FIELD, MAY BE A DETERMINANT OF NON-ACADEMIC ACHIEVEMENT, ACTING AS A MODERATOR OF THE RELATIONSHIP. THE RESULTS STRONGLY SUGGEST THAT ACADEMIC AND NON-ACADEMIC ACHIEVEMENT ARE RELATIVELY INDEPENDENT DIMENSIONS OF TALENT. IMPLICATIONS OF THE STUDY FOR THE SELECTION OF STUDENTS AND EMPLOYEES AND FOR THE CONSERVATION OF TALENT ARE DISCUSSED. SINCE ACADEMIC POTENTIAL APPEARS TO BE ONLY ONE OF SEVERAL RELATIVELY INDEPENDENT DIMENSIONS OF TALENT, OTHER INDEPENDENT MEASURES OF ACHIEVEMENT AND ORIGINALITY SHOULD BE DEVELOPED. THIS IS ACT RESEARCH REPORT NO. 12, MAY, 1966. (PR)