In order to facilitate efforts to evaluate the progress of black students currently enrolled in several selective colleges and/or to develop rationales for extending educational opportunity to racial minorities, a study was undertaken to focus on (1) selected characteristics of black female students entering several selective liberal arts colleges, traditionally for women only, in 1965, 1966, and 1967; and (2) ouestions related to their performance during the freshman year, and the validity of measures of academic aptitude and achievement, and secondary school standing for forecasting first-year academic performance. Data sources for the study include a comprehensive survey questionnaire, Scholastic Aptitude Test scores, College Entrance Examination Board Achievement Test scores, secondary school background, educational and career orientations, and attitudes, dispositions, and values. One conclusion of the study states that given the traditional academic demands and emphases of selective colleges, scores on traditional entrance examinations are likely to be as valid for black students as they are for their white classmates. Performance of black students and all public school graduates on standard admissions variables are presented in the appendix. (JMD)