Entrance scores on the Mathematics Achievement Test, Level I, and Scholastic Aptitude Test (verbal and mathematical), and high school rank for 2,189 students entering engineering as freshmen at The University of Texas at Austin during the years 1974-1977 were used in regression equations as predictors of academic achievement and retention for ethnic (Black, Mexican-American, Anglo) and sex breakdowns. The Mathematics Achievement Test correlated more highly with academic achievement than the other entrance measures among all ethnic and sex groups. The use of freshman year grade point average as a predictor improved prediction of retention among ethnic minorities and Anglo male engineering students over college entry predictors alone. While less useful in predicting retention among women, freshman year achievement monitoring could provide the basis for a counseling and support system to enhance the retention of capable women in engineering. The first-year grade point average appears to be as efficient a predictor as the engineering curriculum grade-point average (mathematics, physics, and engineering mechanics course grades, combined) for use in a predictive equation for retention. (Author/CTM)