Using the Cluster Analytic Model (CAM), two samples of graduating seniors from Georgia State University were studied to determine the effect of different patterns of college course work on their general learned abilities. The CAM uses Student Achievement Test scores, Graduate Record Examination scores, and transcripts for course work patterns. Growth in learning displayed in the test score results suggested that the sample students showed improvement in learning in analytic reasoning, reading comprehension, and quantitative comparisons. In the analysis of courses taken by five or more students, these three item-types explained large proportions of the score variance. Taking different course work produced different effects in general learned abilities, and those effects varied among the students of the two classes. Results also indicate: (1) that the CAM provides useful information to colleges about the mix of assessment measures that reflect what the students learn and what the college intends to teach them; (2) that it can assist at schools with a distributional general education requirement in assessment of their core curriculum; and (3) that it can, with computer linkages, help with student advising. The report includes a description of the research design for the model and a bibliography of over 200 items. (JB)