The predictive value of secondary school honors-type courses for the college admissions process was studied, with attention to the proposition that an honors-type course grade should be promoted one full level (e.g., from a "B" to an "A"). The sample consisted of 950 freshmen at Pennsylvania State University in 1979. The students' self-reported information provided through the Student Descriptive Questionnaire of the Admissions Testing Program was also compared to data collected by the university's admissions office. The results did not support the contention that an honors course should be promoted by one letter grade, although the data did demonstrate a small but measurable positive impact on college performance by honors-type courses and showed also that honors-taking students had stronger secondary-school credentials and standardized test scores than non-honors students. It is concluded that weighting of the honors factors would slightly improve the prediction of students likely to get good college grades at a college that places significant weight on the predicted college grade point average in the selection process and that has a highly selective admissions competition for some or all of its programs. Summary statistics and regression values are included. (SW)