This report describes the "Differential Coursework Patterns (DCP) Project," which developed the Cluster Analytic Model (CAM) to look at effects of different patterns of college coursework on the general learned abilities of students as determined by such measures as the Graduate Record Examination (GRE) General Test. The model looks for correlations between courses taken and student achievement on the nine item types of the GRE, after the predicted effect of initial Scholastic Aptitude Test scores is removed. This study looked at courses taken by two samples of students at Clayton State College (Georgia) and Georgia State University. The model's value is discussed in terms of its usefulness in assessment, curriculum development, and student advising. Among general conclusions were the following: approximately 90% of courses could be accurately grouped according to differential effects on the general learned abilities of students; the development of general learned abilities did not have an exact one-to-one relationship with departmental categories; the development of general learned abilities was not confined to the lower division; and there was little formal monitoring and description of the curriculum in terms of general learned abilities at the college-wide or university levels. Includes a bibliography of approximately 175 items. (DB)