Factors which relate to academic success for university freshmen were investigated. Objectives were to: determine which of six independent variables were most highly related to and predictive of a 2.0 (C) cumulative grade point average (GPA), the dependent variable, for two consecutive quarters; determine which combination of factors could most accurately identify students who could complete two consecutive quarters with a 2.0 GPA; compare predictive regression planes on American College Test (ACT) scores for Anglo Americans and Mexican Americans; and establish a minimum English score on the ACT for freshmen at New Mexico Highlands University (Las Vegas) with GPAs below 2.0 for remedial reading placement. Independent variables were the: ACT's English and composite scores; Nelson-Denny Reading Test's vocabulary, comprehension, and total scores; and Davis Reading Test's comprehension score. Data were gathered on 226 freshmen enrolled at New Mexico Highlands University the fall of 1974. A stepwise multiple regression analysis was used to determine statistically significant predictors of fall and winter GPAs. Ethnicity combined with each independent variable was used to examine an interaction in the regression for Mexican Americans. Some findings were: the ACT's composite and English scores were directly related to each quarter's GPA and different regression planes existed for Mexican Americans and Anglo Americans. (Author/NQ)