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My dissertation investigates the fairness and utility of standardized testing in college admissions, particularly in the context of test-optional policies. I also explore how emerging inequalities in education, such as private tutoring, may influence educational opportunities using advanced research methods. Below are some quick insights into my current work, with more updates to follow as progress continues.
The role of standardized tests in Socioeconomic college admissions gaps
The role of standardized tests in Socioeconomic college admissions gaps
The first paper introduces novel methodologies to address critical debates surrounding the equity concerns of using test scores in college admissions. I apply factorial/group difference-in-differences and gap-closing approaches to tackle key inequality questions, utilizing student-level application data from a public flagship university. Preliminary analysis shows that test-optional admissions have nearly eliminated admission gaps between high- and low-SES students, with the contribution of standardized test scores to these gaps dropping significantly post-policy. However, the policy has had limited impact on improving campus diversity, as the increase in applicants from low-income communities has been modest, despite a notable overall rise in application numbers.
The second and third papers of my dissertation focus on the predictive power of test scores.
The second paper introduces a new framework for evaluating the role of test scores in predicting student success during college, particularly in the presence of non-submitters amid test-optional admissions. I applied educational measurement theories to ensure a more equitable assessment of non-submitters by addressing the analytical challenges involved. Through simulations, I demonstrated how this framework functions, and preliminary analysis using real data suggests that standardized tests are not consistently reliable predictors of college GPA, retention, or credits completed. Interestingly, test-optional admissions have not diminished the predictive power of test scores; in some cases, the scores have become more predictive of student success.
The third paper applies a similar framework, offering both horizontal and vertical comparisons between test scores and other application materials to assess the importance and reliability of test scores in predicting college success. These studies ultimately address critical questions: How much information, if any, is lost when institutions shift to test-optional admissions? Can other materials, such as high school GPA and essays, replace or supplement the role of test scores in predicting college success?
Introducing a New Framework to Understand the Predictive Power of Standardized Tests in College Success
Introducing a New Framework to Understand the Predictive Power of Standardized Tests in College Success
Inequality in the shadow: The role of private tutoring in SES achievement gaps
Inequality in the shadow: The role of private tutoring in SES achievement gaps
This study estimates the causal contribution of private tutoring to SES gaps in test scores and cognitive ability among middle school students. Using a novel gap-closing approach, we find that unequal access to tutoring does not uniformly result in significant learning gaps between high- and low-SES students unless the participation gaps are large enough. The findings also implicate the potential of addressing equity issues through targeted interventions that provide tutoring opportunities for low-SES students to reduce SES disparities in learning outcomes.
Zheng, Q.∗ , and Yu, A. (2024). Inequality in the Shadow: The Role of Private Tutoring in SES Achievement Gaps. Social Science Research. doi.org/10.1016/j.ssresearch.2024.103053.
◇ 2025 Comparative and International Education Society (CIES) East Asia SIG Best Student Paper Award.
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