Guidance decisions depend on the validity of standardized tests and teacher judgment records as measures of student achievement. To test this validity, a sample of 400 high school juniors, randomly selected from two large Gulf Coas t area schools, were administered the Iowa Tests of Educational Development. The nine subtest scores and each student's first semester grades (including two grades for nine-week periods, the semester examination score, and the semester average) in English, American History, and Biology were factor analyzed. The factors clustered among themselves, but separated from one another. Some 40 student traits or characteristics were rated on a five-point desirability scale by 100 classroom teachers, administrators, and other faculty. The 40 traits were tested for relationship and frequency ratings. Teachers tended to select factors showing high degrees of personal adequacy (including conscientious, industrious, alert, reliable, open-minded, thorough, and efficient). The factor analysis did not reveal many characteristics apparently significant in academic achievement in different disciplines . Rather, the variables seemed to associate with highly valued social characteristics often identified as middle-class values. (Author/WR)