The use of nontraditional college admission variables in the prediction of academic success was assessed with 444 freshmen entering the University of California, Davis, under the Special Action process (wavering of admission requirements). For fall 1978, 1979, 1980 special entrants, attention was directed to college applications, including high school grades and courses completed; and responses to the College Board's Student Descriptive Questionnaire, which is appended. Nontraditional variables included: athletic interest; self-rated leadership/communication skills; music, art, dance interests; and extracurricular activities. Cumulative college grade point average and persistence (number of quarters registered) were used as outcome criteria. Multiple regression and discriminant analyses indicated that (1) both traditional and nontraditional variables are influential predictors of academic achievement; and (2) the predictive power of traditional variables decrease with time while that of nontraditional variables may not. Important nontraditional variables included interest in basic skills assistance, academic honor courses, and high school grades in four subjects. (SW)