A LONGITUDINAL STUDY (HIGH SCHOOL THROUGH COLLEGE) WAS CARRIED OUT AT THE TECHNION-ISRAEL INSTITUTE OF TECHNOLOGY TO INVESTIGATE ACADEMIC PREDICTORS AND PROBLEMS RELATED TO PREDICTION. FOR FOUR YEARS, THREE CLASSES OF 1,087 ENGINEERING STUDENTS WERE FOLLOWED. INTELLECTIVE PREDICTORS AND ACADEMIC CRITERIA ALONE WERE INVESTIGATED. HIGH SCHOOL AND MATRICULATION CERTIFICATE GRADES, TECHNION'S PREDICTORS (ENTRANCE EXAMINATION GRADES AND THE MATRICULATION CERTIFICATE COMBINED) WERE CONSIDERED. AVERAGE YEARLY GRADES IN TECHNION WERE THE ACADEMIC CRITERIA. TECHNION'S ENTRANCE EXAMINATION (MATH AND PHYSICS) WAS THE BEST SINGLE PREDICTOR FOR THE FIRST TWO YEARS. THE HIGH SCHOOL MATRICULATION CERTIFICATE WAS A BETTER PREDICTOR FOR LATER YEARS. GRADES IN HUMANITIES WERE BETTER PREDICTORS IN LATER YEARS FOR A HOMOGENEOUS POPULATION IN THE SCIENCES. GRADES IN PHYSICS AND CHEMISTRY WERE BETTER PREDICTORS THAN MATHEMATICS. MATRICULATION CERTIFICATE GRADES WERE NOT HIGHLY RELIABLE PREDICTORS. THE POPULATION IS HETEROGENEOUS ENOUGH TO REQUIRE SPECIAL SELECTION PROCEDURES FOR EACH DEPARTMENT. NOTIONS ABOUT PREDICTIVE VALUE AND SUBJECT WEIGHTING IN THE FRESHMEN YEAR SHOULD BE RE-EXAMINED. CONSIDERATION OF PREVIOUS ACHIEVEMENTS IN PROMOTION PROCEDURES MAY IMPROVE PREDICTION. THIS SPEECH WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION CONVENTION, CHICAGO, ILLINOIS, FEBRUARY, 1968. (AUTHOR/PS)