In general, meritocracy is the idea of celebrating those who achieve higher results or performance. This is because it is assumed that higher performers have higher 'ability'. However, it is also known that the level of 'ability' is determined by genetic and socio-economic factors. The ability-based approach is unfair because inequalities are likely to be caused by factors beyond an individual's control. This is because people believe that test scores are more objective and fair than any other ways. At the same time, however, there are reports that a candidate's income is related to their exam score. Based on this awareness of the problem, I would like to take entrance examinations as a concrete application of meritocracy and try to point out the problems and solutions. In the US, attempts are being made to reduce inequalities in this area through so-called affirmative action. It is said that African Americans in general are economically disadvantaged, and the aim was to raise their status to close the gap. However, there have been a few cases in recent decades where non-African American applicants who were rejected as a result of the policy have taken the university to court. In this report, I would like to research the above US case studies in detail to see if there are any findings that can be applied to Japanese entrance exams. This is because there is a movement in Japan to set special quotas for entrance exams based on gender. There are many issues to consider, such as whether it is justifiable to correct inequalities based on social characteristics, and whether such measures are permissible on the basis of gender diversity. I would like to explore the question of what grounds are required to justify a policy of establishing a special quota, using US case law as material, and in particular examining it from the perspective of equality of resources as advocated by R. Dworkin.