Do "generic" skills such as critical thinking and written communication matter in the workplace? A recent study indicates that, in addition to a student's major in college and the selectivity of an institution, better performance on an assessment of critical-thinking and written-communication skills is associated with higher rates of employment (Arum & Roksa, 2014). The data used in this study come from college seniors who took Collegiate Learning Assessment (CLA+) in spring 2014. These students were surveyed three times, at three, six, and 12 months, respectively, after college graduation. Of the approximately 13,000 students who took CLA+ in spring 2014, 1,585 agreed to participate in the survey, and 993 persisted through all three phases. CLA+ is predictive of multiple positive post-college outcomes. However, CLA+ alone does not explain graduates' post-college outcomes. Findings from this study offer support for the conclusion that critical-thinking and written-communication skills are important in predicting career placement and workplace success (Arum & Roksa, 2014). Additionally, CLA+ can serve as both an effective instrument for identifying high-achieving students from less- and non-competitive institutions and for making their skills more visible to perspective employees. The high-performing students who attend less- and non-competitive institutions (Hoxby & Avery, 2012) do in fact have the same critical-thinking skills that can potentially lead to positive post-college outcomes as their peers at competitive institutions. CLA+ Career Connect (CAE, 2015) is a cutting-edge service that matches high-performing students with potential employers. CLA+ Career Connect levels the playing field between the high-ability students who are overlooked due to factors, such as the competiveness of an institution, and students who are being judged solely on the name of the institution they attended.