Applications surge after big-name colleges halt SAT and ACT testing rules

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3 thoughts on “Applications surge after big-name colleges halt SAT and ACT testing rules

  1. The College Board, which owns the SAT, said it supports “flexibility in admissions during the pandemic.” The rival ACT takes much the same position.

    “I think a lot of schools are going to stay test-optional,” said ACT chief executive Janet Godwin. But she said research shows that “higher ed still does see value in scores for a whole bunch of reasons.”

    Testing, she said, helps colleges connect with potential applicants and vice versa. She said she worries that many students might miss out on opportunities if they don’t take an admission test. Access and equity, she said, are “the driving force behind everything we do.” About a quarter million students are registered for the ACT’s next test date on Feb. 6

    Let me translate for you – let’s take a quantitative measure out of admissions process so that we can simply admit who we want qualitatively and feel really better about ourselves….never mind if we’re really preparing these young kids for the reality of the world.

    1. Very true. I think we easily forget what the true meaning of “standardized” in describing tests such as SAT and ACT. These seemingly benevolent gestures are the first step, I suspect, toward abolishing standardized tests altogether in the effort toward inclusivity. A kind gesture, but not a wise one. Here are what the SAT/ACT safeguard against, among other things:

      1. Guaranteeing that a person with good grades (high GPA) who came from a widely underperforming high school can handle the rigors of a Berkeley or Cornell, let along college in general. Far too often, what passes muster as an “A” in Chemistry 2 wouldn’t qualify as a “C” in Chemistry 1 at a more competitive high school.

      2. Guaranteeing that a person with good grades (high GPA) who also came from a well-regarded high school can handle the rigors of a Berkeley or Cornell, when this person skirted by taking higher than average number of less demanding classes–business management, home economics, art, music, current events, in lieu of chemistry 2, trigonometry, calculus, Early English Lit…or that this student simply took middle-of-the-road (non-accelerated) tracks when the advanced track was available.

      In the absence of these safeguards, the odds of admitting students with good grades, good extra-curricular balance, good adult reference–but completely unprepared for the advanced demands of college core curriculum–increase astronomically. The school then has few options, none of which are good: either routinely fail these students so that they cannot continue or unenroll out of discouragement, or (less likely) devote extra resources to remedial learning so that can catch up, or (most likely) lower the bar and dumb down the curriculum, setting everyone else back. A terrible idea, but an inclusive one.

      In a country that offers some of the best and worst high school training in the First World, some form of standardization is necessary to bind them all together. Though far from perfect, the SAT and ACT achieve this.

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