Trends in academic performance from 1961 to 1979 for entering freshmen at Georgia State University were examined. Verbal and mathematics scores of the Scholastic Aptitude Test (SAT), high school average (HSA), and freshman grade point average (GPA) were analyzed. It was found that SAT verbal and mathematics scores remained generally stable; over time the mean SAT averages dropped one point a year. HSAs showed a very slight increase over time, and the mean freshman GPA increased slightly. SAT scores furnished only a slight indication of the progress of freshman students as measured by the amount of hours they took from fall to spring quarters. The association of student progress with HSA was greater than with SAT scores, but it was still at a low level. The relationship of SAT scores and HSAs to freshman mean GPAs suggests that HSAs more strongly affect male GPAs. SAT verbal scores appear to have a stronger impact on grades for females. Additionally, the SAT verbal score was more critical for freshman performance at Georgia State University than at other large institutions in the University System of Georgia. Among the study implications are the following: the atypically high association between SAT verbal scores and performance, independent of HSA, suggests special consideration of students with high SAT verbal scores and low HSAs; the slow progress of many freshmen with lower grades in their first 25 hours of coursework may be countered in some cases by tutoring, counseling, and special advisement; and there is a need for multiple admissions criteria for transfer students. Appended are the following: enrollment trend data, the distribution of academic scores as illustrated by the graph method of box and whisker plots, and prediction equations for selected university system institutions. (SW)