One outcome of the implementation of No Child Left Behind Act of 2001 and its call for better accountability in public schools across the nation has been the use of student assessment data in measuring schools' effectiveness. In general, inferences about schools' effectiveness depend on the type of statistical model used to link student assessment results to schools. For example, characteristics beyond a school's control (e.g., entering achievement level and socio-economic status of the students served by the school) can strongly influence simple proficiency rates. In contrast, measures derived from growth and value-added models potentially estimate school effects more accurately. This study investigated the predictive strength of value-added measures of high schools' performance on their students' enrollment and success in college. It is based on the data of 263,000 students who graduated in 2004 through 2009 from 1,119 high schools across the United States. The students had test scores from two time points (ACT Explore® in the 8th grade and the ACT® college readiness assessment in 11th/12th grades). The findings indicate that value-added school effect estimates predict college enrollment and retention, as well as grades in first-year college courses in English/Language Arts, Mathematics, Natural Sciences, and Social Sciences, even after adjusting for student-level and other school-level characteristics. This study provides evidence that some high schools are much more successful than others at moving their students towards success in college. It does not, however, look at the potential determinants that make these schools more successful than others. The following are appended: (1) Number of High School Cohorts Sampled Per State (Map); and (2) Two tables.