Random samples of 1979 and 1980 entering freshmen were given the Non-Cognitive Questionnaire (NCQ), designed to assess seven noncognitive dimensions associated with minority student academic success. The predictive validity of the NCQ for each race was determined with respect to cumulative grade point average (GPA) and persistence at several time periods over four years. With respect to GPA, the NCQ was found to be highly predictive at all points over four years for both white and black students. The specific factors associated with performance were positive self concept, realistic self appraisal, and preference for long range goals. The NCQ was found to predict persistence well for black students, but not for white students. The specific factors found to be most related to black student persistence were: positive self-concept, realistic self appraisal, and academic familiarity. Early black persistence was also found to be related to having support for college plans and having a preference for long range goals. Later black student persistence was also predicted by having an understanding of racism and having demonstrated community service. These results support the validity of the NCQ and shed some light on the different variables related to black student attrition at various points in time. (Author)