This review examines the accuracy and the concurrent and predictive validity of brief self-report information, and evaluates the promise and problems involved in its practical use. In section one, the power of self-report information for predicting and understanding grades is reviewed. In the second section, research on the influence of background and personal information on students' progress through higher education is summarized. The third section deals with the prediction of creative or high level accomplishment. The fourth section reviews the increase in the understanding of students' educational backgrounds that biographical information provides. In the fifth section, the power of biographical information to predict vocational choices and vocational success is reviewed. The sixth section is a review of the technical and theoretical requirements of effective biographical and self-report information systems. In the last section, the general functions of biographical data are considered. Throughout the review, emphasis is placed on predictive validity of the measures in educational settings because the power of a variable to predict later performance or choices is necessary before the variable can be used for guidance or sectioning. However, wherever warranted, other aspects of the use of self-report information are also discussed. (RC)