Embedded Files
As of November 2024, FairTest.org stated that there are more than 2,085 accredited bachelor’s degree-granting colleges and universities nationwide that have adopted ACT/SAT optional or test-free admission policies for students seeking to enroll in fall 2025 and beyond.
FairTest (2021)
In 2019, before the pandemic, the total number of test-optional schools was more than 1050. The COVID-19 pandemic further accelerated this movement, as many testing centers closed and administrations of standardized tests like the SAT and ACT were disrupted (FairTest, 2021).
Supreme Court Ends Affirmative Action
In a landmark decision, the U.S. Supreme Court announced on June 29, 2023, struck down affirmative action policies in college admissions, ruling that race-conscious admissions violate the Equal Protection Clause of the Fourteenth Amendment. This shift significantly limits colleges’ ability to consider race as a factor in admissions, pushing institutions to explore alternative approaches (Totenberg, 2023). The ruling has sparked debates between supporters, who argue that affirmative action addresses systemic inequalities, and opponents, who see it as reverse discrimination. With race no longer a factor, colleges may increasingly focus on standardized test scores, influencing the future of test-optional policies. This decision reshapes the conversation on diversity and access in higher education (Totenberg, 2023).
Research Findings on Test-Optional Policies to Improve Equity in Admissions:
Bennett's (2021)Study titled "Untested Admissions: Examining Changes in Application Behaviors and Student Demographics Under Test-Optional Policies":
Bennett's (2021) research explores test-optional policies and examines changes in application behaviors and student demographics.
The research focuses on test-optional undergraduate admissions policies across nearly 100 private institutions from 2005–2006 to 2015–2016.
They use comparative interrupted time series analysis and difference-in-differences with matching.
The study reveals that the adoption of test-optional policies was associated with a 3% to 4% increase in the enrollment of Pell Grant recipients, a 10% to 12% increase in the admission of first-time students from underrepresented racial and ethnic backgrounds, and a 6% to 8% boost in the enrollment of female first-time students.
Application volume and yield rate remained largely unaffected.
The impact of test-optional policies on student demographics was universal regardless of institutional selectivity.
Paris et al. (2022) study titled “The Impact of Optional: Investigating the Effects of Test-Optional Admissions Policies:”
The study finds a statistically significant increase in the number of applications received at institutions that adopted test-optional admissions policies, which is linked to a rise in the number of students enrolled, suggesting that these policies may attract a broader range of applicants. The authors report changes in the racial and socioeconomic composition of the student body, indicating that test-optional policies may facilitate greater diversity in admissions.
The article concludes by discussing the implications of these findings for colleges and universities, emphasizing the potential benefits of adopting test-optional admissions for enhancing access and equity.
Bastedo et al. (2023) study titled "Contextualized High School Performance: Evidence to Inform Equitable Holistic, Test-Optional, and Test-Free Admissions Policies"
Examines how high school performance can be evaluated more equitably to inform holistic, test-optional, and test-free admissions policies. The article highlights how admissions practices can be made more inclusive by considering a student’s background and the context in which their academic performance was achieved rather than relying solely on standardized test scores.
Using a unique dataset of 2.3 million students in a Midwestern state, the authors argue that high school performance should be contextualized—meaning a student’s achievements should be viewed through the lens of their socioeconomic background and other factors that may influence academic outcomes. The study demonstrates that contextualized grades have a stronger and more consistent association with college success than contextualized test scores. The article also explores how test-optional and test-free admissions policies can help improve diversity and equity in college admissions.
The article offers a fresh perspective on how admissions processes can be made fairer and presents strong evidence in support of test-optional policies, suggesting they can broaden access to higher education and promote greater diversity.
Hossler et al. (2019) study titled "A Study of the Use of Nonacademic Factors in Holistic Undergraduate Admissions Reviews."
Hossler et al. (2019) examine the role of nonacademic factors in holistic undergraduate admissions reviews, providing insights into how institutions evaluate applicants beyond standardized test scores. Using a mixed-methods approach, including a randomized controlled trial, the study found that including contextual information, such as socioeconomic background and test scores relative to peers, significantly increased the likelihood of admitting low-SES students. However, personal essays emphasizing qualities like grit had less influence on admissions decisions. The research highlights the importance of contextualized academic data in fostering equity, supporting the shift toward holistic and test-optional admissions practices.
Suggestions for Further Research and Exploration
1. Long-Term Outcomes of Test-Optional Policies:
Most current research examines the short-term impact of test-optional policies on diversity and access; more studies are needed to evaluate the long-term outcomes. For example, how do students admitted under test-optional policies perform in terms of retention, graduation rates, and post-graduation success?
2- Institutional Variability:
Research often focuses on general trends, but there is less understanding of how institutional types, private versus public universities, or the selectivity of the institutions affect the implementation and outcomes of test-optional policies.
3- Standardized Testing Alternatives:
As institutions adopt test-optional policies, there is limited research on what alternative metrics (e.g., interviews, portfolios, or contextualized academic performance) might effectively predict student success. Further exploration could identify which alternatives provide the most equitable and reliable outcomes.
4- Impact of Recent Policy Changes:
The recent Supreme Court ruling on affirmative action and its impact on race-conscious admissions could significantly influence the role of standardized testing and test-optional policies. Research could explore how institutions adapt their admissions strategies considering this ruling and whether such adaptations promote or hinder equity.
Page updated
Google Sites
Report abuse