The Joint First-Stage Achievement Test (JFAT) is a new unified college entrance examination developed in Japan. This report presents the statistical results of the JFAT and the applicants' behavior change which appeared through the first six years of administration from 1979 to 1984. Three major features of the JFAT are described: (1) jointly made achievement test; (2) comprehensive examination; and (3) open scoring system. The expected and unexpected outcomes of these three major features are presented. The jointly made achievement test has improved the quality of test items. Psychometrically, there is difficulty in controlling test statistics: (1) test items are discarded and created yearly; and (2) neither equating operations nor scale transformation procedures are currently in use. The comprehensive examination was designed to encourage high school students to study a broad curriculum, but the opposite occurred. Many students elected to enroll in private universities that require examinations in few subjects, thus avoiding the more difficult study that a broad curriculum implies. An open scoring system guaranteed fair and objective scoring and was thought to be helpful in making students' career plans. However, pre-admission rankings based on disclosed JFAT scores caused homogeneous self-selection to and rank ordering of universities. (Author/PN)