Validity tests showed that the reading and writing tests correlated significantly with academic performance in seven academy classes. The tests also correlated significantly with academy performance for four distinct ethnic groups. The utility of the tests was shown in two ways. The percent of improvement in selection, above chance, that could be achieved by using the predictor tests was established. Also, the precise relationship of predictor scores to criteria achievement was presented. Both demonstrated the tests to have significant utility. The study concludes that the tests are appropriate for use as entry-level selection procedures for all California law enforcement agencies. The tests were validated by using both the content and criterion-related strategies of validation. The tests were content validated by using job skills as the criteria and were empirically validated by using academy academic performance as the criteria. For the reading project, a "Source of Information Questionnaire" was developed and administered statewide to entry-level officers. The purpose of the questionnaire was to verify how information was received by officers. Information from the questionnaire enabled developers of the reading test to include only those materials that were important to and read by officers. For the writing project, a "Survey of Writing Mechanics" was developed. The purpose of this survey was to identify the specific rules of grammar and punctuation that were important in an entry-level officer's written expression. 16 tables, 41 references, and appended materials developed and used in the study