Changes with SAT/ACT

In recent years, there has been a noticeable trend among colleges and universities towards making standardized testing optional for admissions. However, a shift is now occurring, with some schools going back to mandatory testing requirements. Coincidingly, standardized testing itself is evolving with a notable transition to digital formats. As such, the landscape of standardized testing is dynamic, marked by fluctuations in testing policies and the ongoing debate surrounding their use in evaluating student readiness for higher education.

At first, many schools went test-optional, so they could be more inclusive to people of all backgrounds. This was because it was seen that students of color statistically score lower than white students on standardized testing. However, many schools are returning to mandatory testing requirements because of a recent study conducted by Dartmouth College. The Dartmouth study went into the effects of eliminating standardized test requirements on the diversity of applicants. This discovered that the absence of test requirements didn’t lead to a more diverse applicant pool, going in an opposite nature than expected. The research highlighted the role of standardized test scores in identifying high-achieving students from various socioeconomic backgrounds. Dartmouth’s decision to reintroduce test requirements was based on this revelation, underlining the significance of standardized tests in predicting academic success compared to GPA alone. Additionally, the study noted that test-optional policies might unintentionally disadvantage underprivileged applicants who could benefit from submitting their scores.

Moreover, many schools because of this recent study, including Dartmouth, now feel that making test scores a requirement “will improve—not detract from—their ability to bring the most promising and diverse students to our campus.” Schools like Yale, Brown, and MIT are already taking steps to requiring these test scores.

As colleges reevaluate standardized testing policies, the return to mandatory requirements signals a renewed emphasis on equity and fairness in admissions practices. Dartmouth’s study underscored the role of standardized tests in identifying high-achieving students from diverse socioeconomic backgrounds, highlighting the potential of such assessments to mitigate social injustices in admissions. This shift represents a proactive step towards creating a more level playing field for all applicants, ensuring that access to higher education is not disproportionately hindered by socioeconomic factors. As institutions continue to navigate these changes, the broader implications for promoting equality and diversity in higher education remain to be seen.