Dartmouth research reveals test-optional policies harm disadvantaged students

In the wake of the COVID-19 pandemic, many colleges and universities shifted to test-optional admissions policies, reasoning that these changes would alleviate barriers for disadvantaged students in higher education. However, a recent working paper from researchers at Dartmouth College highlights that these good intentions have led to adverse outcomes, particularly for low-income applicants who possess strong SAT or ACT scores. The findings demonstrate that under test-optional policies, less advantaged students—who may be high achievers—often choose not to submit their test scores. Consequently, their chances of admission experience a significant decline. The study underscores the importance of standardized test scores in the admissions process, as these scores provide clearer context and insight into an applicant's potential success. The researchers point out that when disadvantaged applicants with high scores submit them, their admission probability can increase significantly—to more than three times compared to when they do not. Notably, the study reveals that test scores are interpreted with consideration of an applicant's background, which can aid colleges in evaluating students from various socioeconomic backgrounds better. Before the pandemic, many elite institutions had ensured that standardized tests were a part of the admissions assessment, relying on their predictive value for academic success. However, as many colleges have opted for test-optional policies, a paradox has emerged: rather than fostering diversity, such policies have resulted in less advantageous outcomes for high-achieving, low-income students. This counterproductive effect raises questions about the efficacy of the test-optional approach, prompting several elite institutions, including Dartmouth, to reassess their admissions strategies. The overarching conclusion drawn from the study is that test-optional admissions may not be as beneficial as previously thought. While the intent behind these policies was noble—aiming to improve access for underrepresented students—the result has been that these students may have discovered a false sense of opportunity. The Dartmouth study emphasizes that to achieve true diversity and equity in college admissions, institutions must rethink how they handle standardized test scores, encouraging all applicants to submit them to enhance their chances and improve their visibility during the admissions process.