Assessment programs like the American College Test (ACT) and the Scholastic Aptitude Test (SAT) continue to play an important role in the admission decisions of many colleges. In many cases, they also serve a meaningful counseling and guidance function for high schools and colleges. The data reported in this paper suggest that the two programs can be used effectively for both of these purposes. Moreover, the procedures used to develop and administer the programs are highly refined and generally contribute to the overall quality of the data which result from use of the programs. (Author/DEP)