The usefulness of scores on the American College Testing (ACT) program and the Scholastic Aptitude Test (SAT) in predicting whether Grambling State University (Louisiana) students would be placed on academic probation was studied. Additional concerns included: whether there is a critical point or scores on the ACT/SAT that was linked to suspension; whether knowledge of the status of probation was sufficient to deter suspension; the usefulness of placing students on probation; whether students on probation/suspension were aware of university policies; whether students' attitudes toward probation, instructors, and other factors influenced the number of students on probation; and whether students' view of self influences academic performance. Findings indicate that ACT/SAT scores did not predict whether students were placed on probation or suspension. Responses of students on probation and on suspension indicated that they understood the policies but did not follow them. However, those students on suspension showed greater awareness of policy than those on probation. Fourteen recommendations are offered, including continuation of recruitment of students with a wide range of ACT and SAT scores, and expansion of academic services provided through developmental education programs. The questionnaire is appended. (SW)