The claim that using the College Level Examination Program (CLEP) English General Examinations in lieu of regular English composition courses contributes to lowering of the quality of higher education was investigated by determining whether the level of achievement in the CLEP English Examination was related either to the frequency in which advanced English and history courses were taken or the success achieved in these courses. The study population consisted of a random sample of 13 students at the junior and senior levels attending the University of Central Florida. Data on the student's permanent record card were stratified by selected achievement decile intervals on the CLEP English Examination, and a non-CLEP English group was included. The analysis contrasted the sub-groups on various achievement factors and on enrollment and achievement in the advanced courses. The findings indicate that students who score in the 50 to 59th percentile range had a lower level of achievement in both the advanced English and history courses. The data may enable academic personnel to determine the appropriateness of using the CLEP English Examination as a means of waiving the English composition requirement for freshman students. A review of studies attempting to investigate the validity of the CLEP examinations for awarding college credit and for exempting students from completing basic general education courses is included. (SW)