Project data is organized to provide a valid, simplified description of American adolescents which should be of use to guidance personnel. A chapter on educational achievement traits presents an overview of the factor solution for the abilities domain, and describes the compositions of the three factors that represent core achievement traits: verbal knowledges, English language, and mathematics. Following chapters discuss the compositions of three differential aptitude factors and five specialized knowledge factors, as well as the control factors of sex and grade. Several unsupported hypotheses are set forth including the assertion that abilities are more closely linked to gentics than are motives, and thus have a primacy over motives. Questions are suggested regarding the predictive validities for life adjustment criteria of the abilities and motives factors. It is anticipated that a sequel to this report, in preparation, will document the relevance of the factor rubrics and measures to major issues in educational psychology and educational and vocational guidance. (Author/CJ)