A series of studies were conducted at Milwaukee Area Technical College (MATC) to determine the relationship of basic skills assessment test scores, sex, and race to student success for the following groups of fall 1985 students: 229 developmental studies (Crossover Program); 501 associate degree level students; 66 business and graphic arts students; 74 health students; and 49 technology students. Using multiple regression analyses, the study revealed: (1) reading and numerical scores were good predictors of success for Crossover students, while language test scores were less useful; (2) for Crossover students, there was no statistical evidence of a relationship between race and GPA, although there was a relationship between sex and GPA; (3) among associate degree students, language test scores and race appeared to have little relationship to grade point average (GPA), reading and numerical scores appeared to contribute to GPA, and males tended to get lower GPA's than females when all other measurable variables were equal; and (4) when the three groups of vocational/technical students were examined as a whole, reading scores, numerical scores, and sex were related to GPA. (EJV)