Because grades are the chief means used by college officials and employers to evaluate college performance, their relation to future achievement is significant. Forty-six studies concerned with this relationship were reviewed. The studies were divided into 8 categories--business, teaching, engineering, medicine, scientific research, miscellaneous occupations, studies of successful individuals, and non-vocational accomplishments. Although this area of research is plagued by many theoretical, experimental, measurement, and statistical difficulties, evidence strongly suggests that college grades bear little or no relationship to any measures of adult accomplishment. The findings indicate that 3 major changes in evaluation and selection procedures are urgently needed. First, the meaning of grades should be empirically determined. Second, evaluation procedures in higher education should be drastically altered. Third, these changes should be reflected in policies of selection or acceptance for professional training. (Author/JS)