This study reports findings from the National Longitudinal Survey of the high school class of 1972 concerning the influence of race, sex, social class and academic credentials on access to college. Results indicated that academic credentials were prime determinants of college access. However, the degree to which various types of credentials (mental ability, class rank, curriculum) were assets or liabilities to students varied by race, sex and social class. For example, blacks were advantaged in terms of class rank performance and enrollment in academic programs while whites were advantaged on tests of mental ability. Females were advantaged on class rank performance while low SES students were disadvantaged in terms of mental ability tests performance and being enrolled in academic programs. As for the direct influence of ascribed factors on college attendance, the direct effects of race indicated a black advantage while the direct effects of sex varied by race. White males were more likely to attend college than white females, however, no net sex difference in college attendance existed for blacks. Lastly, the direct effect of social class on college attendance was relatively strong for all groups. (Author)