Predictor-criterion relationships for cognitive, non-cognitive, and cross-product predictors were analyzed using criteria constructed for the curriculum units within the following grade complexity levels: cumulative, division, department, and course. Analyses of the correlations were performed in an attempt to inquire into the complexity of the cumulative GPA and its potential for masking relationships at the other levels. The results suggested that differential relationships do exist for the less complex sub-criteria; that these relationships characterize various groupings of curriculum units; and that these relationships may be masked at the cumulative level. (Author)