In this article, the author describes the growth and acceptance of achievement tests, such as the Scholastic Aptitude Test (SAT), over the past century, advocating that many SAT claims of equity, uniformity, technical reliability, and prediction, over traditional measures of academic achievement have been found to be illusory. Summarizing a series of research studies at the University of California, the author presents evidence that the SAT is in fact a relatively poor predictor of success in college. The author contends that the best way to evaluate applicants is based on grades in college preparatory courses in high school. (Contains 8 resources.)