The performance results of a class of marginal students at Wayne State University were examined by comparing their standardized test scores with those of regular students and by correlating the scores and the work of the marginal students after 1 year of school. (The subjects were part of an experimental program for students who do not meet the established admissions criteria of the school. Such students are given 1 school year to correct their deficiencies and are required to take a reading and study skills course.) The Triggs Diagnostic Reading Tests and the Brown-Holtzman Survey of Study Habits and Attitudes were given to the subjects at the beginning and end of the course. Results showed that they did not perform as well as regularly admitted students. The relevance of these standardized test results to factors important to the academic success of marginal students was not clear, however. The author suggests perhaps a combination of test scores with the traditional admission data as a more valuable predictor of college grades. (NH)