Random samples of 1979 and 1980 entering freshmen were given the Non-Cognitive Questionnaire (NCQ), which was designed to assess noncognitive dimensions predicting minority student academic success. The validity of the NCQ in predicting graduation after five and six years was determined. The graduation rate was found to differ significantly for black and white students, with black students showing lower graduation rates. A trend was found with respect to black students taking slightly longer to graduate than whites. The relationship of each of the NCQ dimensions and the traditional predictors of SAT scores to graduation was examined separately for each year x race sample using step-wise discriminant analyses. SAT scores were not found to be related to graduation in any of the samples. The NCQ dimensions were found to be fairly predictive for both races, but especially for the black samples. The dimensions of academic self-confidence and community service were found predictive of graduation for both black and white students. In addition, expectations of difficulty due to racism, support for academic plans, perseverance, and academic motivation were found to be predictive of eventual graduation for black students. (Author)