Consisting of four papers, this study examines university entrance examinations in France, Great Britain, and West Germany and compares them to similar tests in the United States on the basis of three subjects: world history, language study, and biology. The first paper, "The Relationship of the Examinations to the Secondary School Age Group" (Nicholas Farnham), discusses the following examinations: (1) the French Baccalaureate; (2) the German Arbitur; (3) the British GCE-A Level (the advanced level of the General Certificate Examination); (4) the International Baccalaureate (accepted by universities in all countries); and (5) the United States Advanced Placement Test (APT) and Achievement Tests. The second paper, "World History" (Robert A. McCaughey), discusses separately the breadth of each examination and evaluates the capacity of each for self criticism (of its own country's history). The author finds no reason to believe that American students taking the APT are less equipped for serious study than are European students. The third paper, "Language Study," by Richard I. Brod, looks at each country's tests for second language competency. The author finds the United States' College Entrance Examination Board test lacking because it does not approach the universality of the other countries' tests. The author finds the APT much more satisfactory. The fourth paper, "Biology" (William V. Mayer), after discussing each country's test in detail, finds the United States' Achievement Tests have breadth in the subject matter of the test questions but no depth. Although the author feels the APT is better, in comparison, the United States biology examinations do not compare well. They are less demanding, more detail laden, require no writing, and do not concentrate on higher educational objectives. (JM)