Future Comprehensive Selection Admissions Will Increasingly Require 'Academic Proficiency in Each Subject' [University Entrance Exams]

Last updated: 2026/03/31

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(You can view Shime-no's self-introduction here.)

'Comprehensive Selection (formerly AO Admissions) evaluates things other than academic ability' does not mean 'it does not evaluate academic ability'

I believe the general image of university entrance Comprehensive Selection is that it is a 'selection process that comprehensively evaluates learning motivation, personality, aptitude, etc., other than academic ability,' but this is not an accurate understanding.It is true that, unlike general selection which is decided solely by scores on paper tests in various subjects, Comprehensive Selection looks at the applicant's motivation for learning, their drive, aptitude, and qualities. However, that does not mean 'academic proficiency in subjects is not evaluated at all.'Thinking about it, it is only natural that whether or not the student has the basic academic ability to keep up with the studies at that university is also questioned. It is a Comprehensive Selection that 'comprehensively evaluates the applicant,' and that naturally includes the presence or absence of basic academic ability in major subjects such as English, Mathematics, and Japanese.It is just that, unlike general selection, Comprehensive Selection 'does not evaluate only such subject-based academic ability,' and it goes without saying that basic subject-based academic ability is required.

Comprehensive Selection was born to resolve problems that had been occurring since the old AO admissions era

The current Comprehensive Selection was born out of reflection on the fact that 'the number of students without sufficient academic ability increased' in the former AO admissions (now Comprehensive Selection).It became clear from surveys at many universities that 'students who entered through AO admissions are more motivated to learn and have improved their academic ability more than students who entered through general admissions (now general selection).' This is because, unlike general admissions, they are required to clarify their reasons for applying during the selection stage, which clarifies their 'motivation for entering university' and allows them to engage in learning proactively. However, on the other hand, 'the fact that AO admissions successful applicants do not have sufficient basic academic ability compared to general admissions successful applicants' was pointed out as a problem.In many cases, this was because 'academic ability' was not considered as an evaluation target.

Therefore, there is a historical background where AO admissions were rebranded as 'Comprehensive Selection' under the new Course of Study to restart with the resolution of such problems as one of its goals. Therefore, there is no reason why 'subject-based academic ability is not evaluated.'In fact, the implementation of academic tests in Comprehensive Selection is mandated by a notification from the Ministry of Education, Culture, Sports, Science and Technology (MEXT) from the perspective of comprehensively evaluating the academic ability necessary to receive university education.

From the university's perspective, high school grade point averages are no longer reliable as 'proof of basic academic ability'

One of the indicators to measure the presence or absence of basic subject-based academic ability is the high school grade point average (GPA). As I explained in another article before, this is the average value obtained by adding up the grades (grade value: 5-point scale) of each subject and dividing them. Certainly, this can also measure whether or not the applicant has basic academic ability.

(My article about grade point average)

However, as I touched upon slightly in the article mentioned above, there is a tendency for universities to think that this grade value cannot be an objective indicator of the presence or absence of basic academic ability.This is because, as in the article by Ms. Yumiko Sugiura below, 'the perspectives for grading in high school are "knowledge and skills," "thinking ability, judgment, expression, etc.," and "ability to learn, humanity, etc.,"' and because 'the evaluation of this last "ability to learn, humanity, etc." inevitably involves the teacher's subjectivity,' it lacks reliability as an objective indicator.Therefore, many universities are thinking of 'methods to measure basic academic ability individually.'

(Article by Ms. Yumiko Sugiura on Diamond Online)

What happened in the midst of that was last year's 'Toyo University's School Recommendation Selection (Public Offering) case.'In the 2025 entrance exam, Toyo University attracted attention by implementing a 'School Recommendation Entrance Exam Basic Academic Ability Test Type' where an academic test is conducted within the year, gathering about 20,000 applicants. However, on the other hand, voices were raised saying, 'Isn't this a violation of the rules?' This is a case where interviews and essays are not conducted, and pass/fail is determined by an academic test (2 subjects: English/Japanese or English/Mathematics).Also, it was possible to apply to other universities simultaneously (public offering system). Therefore, many applicants rushed in. However, because it is effectively a selection based solely on an academic test, it is no different from general selection, and since the rule is that such 'academic tests are to be conducted in general selection from February of the following year,' it was pointed out that it deviated from the rules.Due to this, MEXT notified the university president with a request regarding compliance with exam dates, etc. In response to this, Toyo University decided to change this to 'Comprehensive Selection' from the 26th fiscal year entrance exam, and to implement it by combining the basic academic ability test with submitted documents such as investigation reports and other evaluation methods(*If it is conducted as a Comprehensive Selection along with other evaluation methods, it will not be a deviation from the rules).

(Toyo University to change the academic test format 'School Recommendation Type' year-end entrance exam to 'Comprehensive Selection'; recommendation letters from high schools will no longer be required)

In any case, this is one example that shows that universities do not rely on high school grade point averages.

In university Comprehensive Selection, 'academic tests' and many application conditions are already imposed

For some time, many universities have been imposing 'academic tests' in Comprehensive Selection along with essay and interview tests.For example, the Common Test for University Admissions is imposed in the Comprehensive Selection of many national and public universities, and the Common Test for University Admissions is also imposed in the Regional Exploration and Contribution Entrance Exam of the Waseda University Faculty of Law.Also, there are many places that conduct their own basic academic ability tests (like the aforementioned Toyo University's Comprehensive Selection).

Also, on the other hand, there are Comprehensive Selections without 'academic tests,' but since such universities also impose 'having a grade point average above a certain level' or 'having a qualification score above a certain level' as application conditions, it does not mean that 'they do not look at academic ability because there is no academic test.'For example, by having that qualification score, the university judges that the applicant 'has a certain level of language ability.'

Summary ~From now on, 'subject-based academic ability' will be increasingly questioned in Comprehensive Selection, but isn't that desirable for university entrance exam students?~

　Given these trends, it can be said that students considering taking the Comprehensive Selection must have a correct understanding of it. As those who have read this far will understand, this does not mean that "academic ability is not evaluated" as it was in the former "AO entrance exams" or "special talent entrance exams." This is something parents should also be careful about. It is common to project the image of the old AO entrance exams onto the Comprehensive Selection based on one's own experience, but that is a misconception. "Basic academic ability in subjects" will also be thoroughly evaluated.

　Furthermore, this movement is expected to accelerate even further in the future. With the declining birthrate, universities will likely want to secure excellent students early in order to survive. On the other hand, because students want to secure an acceptance as early as possible, the number of university applicants hoping to take recommendation-based entrance exams, including the Comprehensive Selection, will continue to increase. In this environment, a future is emerging where the Comprehensive Selection becomes the de facto "main event." Currently, about 50% of all high school students are accepted through recommendation-based entrance exams (approx. 40-50% for national and public universities, and approx. 60% for private universities). This percentage will likely continue to increase in the future.

　However, considering the overall schedule of university entrance exams, I believe this is actually a desirable development. As I mentioned before, when I was in charge of AO and recommendation entrance exam guidance, I often told students, "Since there is a possibility that you might fail the AO or recommendation exams, you should also study subjects like English, Japanese, and Mathematics in parallel, keeping the general entrance exams in mind." However, as examinees, they inevitably became absorbed in the immediate preparations for AO/recommendation entrance exam interviews and essays, and their studies in academic subjects were neglected. The theory for proper preparation for recommendation-based entrance exams is to "conduct preparations for general entrance exams in parallel." As you have understood by reading this article, academic ability is sufficiently evaluated even in the Comprehensive Selection, so although it is difficult, please make sure to study your subjects thoroughly just like those taking the general entrance exams.

Postscript

In fact, as shown in the Yomiuri Shimbun article below, there is a move toward "allowing the implementation of tests to measure basic academic ability in recommendation-based entrance exams." Those taking recommendation-based entrance exams should also firmly acquire basic academic ability.

(University entrance exams to allow academic tests within the year... combined with interviews, essays, etc. as conditions)

(Application requirements and exams imposed for the Comprehensive Selection differ depending on each university. Please research your desired school using materials like those below.)