The author presents his view that the public has not been well informed about the limitations of college entrance examinations. Several educational trends are discussed: (1) since World War II, college admissions testing has underscored the classic American tension between egalitarianism and meritocracy; (2) more students have aspired to attend high-quality postsecondary educational institutions; and (3) the score obtained on a college entrance examination, such as the Scholastic Aptitude Test (SAT), has become increasingly important as a criterion for student selection. It is also noted that, as a result of this emphasis on test scores, those selected for college admission tend to be white, middle-to-upper-class students from well-educated families. Increased emphasis on high school grade point average as an admission criterion would result in increased selection of minority and low-socioeconomic status students. Several studies are reviewed which confirm that these test scores only predict success in the first year of college. Alternative criteria which are suggested for selecting students include portfolios, descriptions of experiential learning, and evidence of motivation and interest. The author expresses optimism that claims about what can be measured, as well as the influence of testing, will be more modest. (GDC)