This study explored possible predictors of College Education Achievement Project students' success in college. Based on standardized test scores and teacher recommendations a multiple regression correlation was run with the grade point average of the first fifteen hours of regular college work. Correlations were run on male, female and combined sexes. This study suggests that standardized tests are not valid predictors of college success for disadvantaged students. Using any of the reported tests as a criterion for post-CEAP placement in the regular college program was not supported by the correlations in this study. (Author)