The College Board formed a research consortium with four-year colleges and universities to build a national higher education database with the primary goal of validating the revised SAT®, which consists of three sections: critical reading (SAT-CR), mathematics (SAT-M), and writing (SAT-W), for use in college admission. A study by Mattern and Patterson (2009) examined the relationship between SAT scores and retention to the second year of college. The sample included first-time first-year students entering college in fall 2006, with 106 of the original 110 participating institutions providing data on retention to the second year. Results showed that SAT performance was related to retention, even after controlling for HSGPA. The following year, previously participating as well as new colleges and universities were invited to provide first-year performance data on the first-time first-year students who entered college in the fall of 2007. For the 2007 sample, a total of 72 of the original 110 institutions and 38 new institutions provided data. The 110 institutions in the 2007 sample contained 216,081 students. A replication of the Mattern and Patterson study (2009) was conducted with the new cohort and similar results were found (Mattern & Patterson, 2011). Similarly, previously participating as well as new colleges and universities were invited to provide first-year performance data on the first-time first-year students who began in the fall of 2008. For the 2008 cohort of students, a total of 129 institutions provided data on a total of 246,652 students. Students without SAT scores, self-reported high school grade point average (HSGPA), or retention data were removed from analyses, resulting in a final sample size of 173,963 students. Replicating the analyses of the previous two reports (Mattern & Patterson, 2009; 2011), the tables below are based on the 2008 sample, and the findings are largely the same as those found in the earlier reports Results show that SAT performance is positively related to second-year retention rates, even after controlling for student and institutional characteristics. This was also true within HSGPA bands, showing that SAT scores provide incremental value over high school grades in predicting retention. Furthermore, controlling for SAT performance is seen to reduce and in some cases eliminate the differences in retention rates between student and institutional subgroups that are otherwise observed. [For "The Relationship between SAT Scores and Retention to the Second Year: 2007 SAT Validity Sample," see ED563083.]