This study reviews alternative admissions criteria that can be used to predict collegiate success. Data are from a 1999 review of Bachelor's Degree Attainment conducted by the U.S. Department of Education, the Texas Higher Education Coordinating Board's data on college students, and the Texas Education Agency's Public Education Information Management System. Analysis suggests that the type of high school diploma a student receives is an important predictor of collegiate success, and should be taken into consideration in the admissions process. The data suggest that students who take a more rigorous high school curriculum (in comparison with less rigorous curricula) are: (1) more likely to enroll in higher education after graduating; (2) more likely to have aspirations for a bachelor's degree; (3) more likely to have a higher first-year college grade point average; (4) more likely to be retained from fall to fall; (5) more likely to persist after 2 years of collegiate study; and (6) more likely to complete a bachelor's degree. Unlike a one-time assessment, such as a timed standardized test, the high school diploma represents performance over an extended period of time. The rigor of a student's high school curriculum may be a useful indicator of the admissions process. The high school diploma type, which is an indicator of a student's level of preparation, may be used in addition to other criteria, including standardized test scores to make admissions decisions, and where appropriate, as a substitute for standardized tests. (SLD)