A new study from Dartmouth College suggests that test-optional admissions policies—designed to level the playing field—may be making it harder for high-achieving students from disadvantaged backgrounds to get into top colleges.
Published by the National Bureau of Economic Research, the study found that students who did not submit SAT or ACT scores were at a major disadvantage. “We find that test score optional policies harm the likelihood of elite college admission for high-achieving applicants from disadvantaged backgrounds,” researchers noted.
Key takeaways: Why test-optional admissions policies backfire
- Test scores matter more than people think. The study found that standardized test scores strongly predict college success, while high school GPA and class rank don’t add much extra insight.
- Disadvantaged students benefit from submitting scores. Many applicants from low-income or first-generation backgrounds assume their scores aren’t competitive and opt not to submit them. However, the study found that doing so significantly improves their chances of admission.
- Colleges consider test scores in context. “The use of SAT scores in context means that a score at the 25th percentile for enrollees can still be highly competitive and very meaningful for less advantaged students,” researchers explained. However, many students don’t realize this and fail to submit scores when it could benefit them.
Unintended consequences of test-optional policies
Test-optional policies became widespread during the COVID-19 pandemic when testing centers shut down. The goal was to create a fairer admissions process by removing a potential barrier for low-income students. However, Dartmouth researchers found that without required test scores, many disadvantaged students misjudged their chances. Some assumed their scores weren’t good enough and chose not to submit them, unknowingly lowering their chances of admission.
Why context matters in admissions
Elite colleges don’t just look at test scores in isolation; they evaluate them in the context of a student’s background, school and available resources. For example, a 1400 SAT score from a student at an underfunded public high school could be more impressive than the same score from a student at a prestigious private school. But many disadvantaged students don’t realize how much their test scores could help them.
What needs to change
The report urges colleges to reexamine the impact of test-optional policies and offer clearer guidance to disadvantaged students. If more students understood how test scores are evaluated, they might make better decisions about whether to submit them, ultimately improving their chances of admission.
