The impact of college on vocabulary and mathematics achievement test scores was studied. Identical tests were administered to students before they left high school and 7 years after high school graduation. The research design controlled for socioeconomic background and initial ability levels as measured in high school. Analyses for blacks and whites were included to determine the differential impact of college attendance for the two groups. Study data were drawn from the National Longitudinal Study of the High School Class of 1972, and were based on scores of 1,738 white students and 451 black students. It was found in general that knowledge of vocabulary increased after high school, while knowledge of mathematics declined. Postsecondary educational experience, however, tended to enhance performance in both vocabulary and mathematics. On the average, a college graduate scored about one-half standard deviation above those who did not attend college. Finally, the results indicate that the impact of college was similar for whites and blacks. Additional findings include the following: those respondents from high socioeconomic status families generally scored higher on the achievement tests; and whites tended on the average to achieve higher scores on the tests than did blacks. (SW)