{"id":77278,"date":"2025-06-18T00:03:42","date_gmt":"2025-06-18T04:03:42","guid":{"rendered":"https:\/\/world.edu\/?p=77278"},"modified":"2025-06-18T00:03:42","modified_gmt":"2025-06-18T04:03:42","slug":"the-hidden-bias-in-college-admissions-tests-how-standardized-exams-can-favor-privilege-over-potential","status":"publish","type":"post","link":"https:\/\/world.edu\/the-hidden-bias-in-college-admissions-tests-how-standardized-exams-can-favor-privilege-over-potential\/","title":{"rendered":"The hidden bias in college admissions tests: How standardized exams can favor privilege over potential"},"content":{"rendered":"

\"\"At first glance, calls from members of Congress to\u00a0restore academic merit<\/a>\u00a0in\u00a0college admissions<\/a>\u00a0might sound like a neutral policy.<\/p>\n

In our view,\u00a0these campaigns<\/a>\u00a0often cherry-pick evidence and mask a coordinated effort that targets access and diversity in American colleges.<\/p>\n

As scholars who\u00a0study access<\/a>\u00a0to\u00a0higher education<\/a>,\u00a0we have found<\/a>\u00a0that when these efforts are paired with pressure to reinstate standardized tests, they amount to a rollback of inclusive practices.<\/p>\n

A Department of Education\u00a0letter sent to congressional offices<\/a>\u00a0from Feb. 14, 2025, stated that is \u201cunlawful for an educational institution to eliminate standardized testing to achieve a desired racial balance or to increase racial diversity.\u201d The letter also claimed that the most widely used admissions tests, the SAT and ACT, are objective measures of merit.<\/p>\n

In our recent peer-reviewed article, we analyzed more than 70 empirical studies about the SAT\u2019s and ACT\u2019s roles in college admissions. Our work\u00a0found several flaws in how these exams function<\/a>, especially for historically underserved students.<\/p>\n

Measuring college readiness<\/strong><\/h4>\n

Several elite universities \u2013 including Yale, Dartmouth and the Massachusetts Institute of Technology \u2013 have\u00a0reinstated SAT or ACT requirements<\/a>, reversing test-optional policies that institutions expanded during the COVID-19 pandemic.<\/p>\n

These changes have reignited debates about how well these tests measure students\u2019 academic preparedness and how colleges should weigh them in admissions decisions.<\/p>\n

During a May 21, 2025, hearing of the U.S. House Subcommittee on Higher Education and Workforce Development, some witnesses argued that using test scores\u00a0allows colleges to admit students based on merit<\/a>. Others maintained that test scores can function as barriers to higher education.<\/p>\n

Our research shows that while these tests are statistically reliable \u2013 that is, they produce consistent results for students across subjects and during multiple attempts under similar conditions \u2013 they are\u00a0not as valid as some argue<\/a>.<\/p>\n

High school grade-point averages<\/a>\u00a0are typically better predictors of students\u2019 success in college than either test.<\/p>\n

In addition, the tests are\u00a0not equitable or similarly predictive<\/a>\u00a0for all students, especially given gender,\u00a0race<\/a>\u00a0and\u00a0socioeconomic demographics<\/a>.<\/p>\n

That is because they systematically favor those with\u00a0more access<\/a>\u00a0to high-quality schooling, stable socioeconomic conditions and opportunities to engage with test prep coaches and courses. That test prep can cost\u00a0thousands of dollars<\/a>.<\/p>\n

In short, both tests tend to reflect privilege more than potential.<\/p>\n

For example, students from higher-income households\u00a0routinely outperform<\/a>\u00a0their peers on the ACT and SAT.<\/p>\n

This isn\u2019t surprising, considering wealthier families can afford test prep services, private tutoring and test retakes. These\u00a0advantages translate<\/a>\u00a0into higher scores and open doors to selective colleges and scholarship opportunities.<\/p>\n

Meanwhile, students from low-income families\u00a0often face challenges<\/a>\u00a0\u2013 such as less experienced instructors and less access to high-level science, math and advanced placement courses \u2013 that test scores do not factor in.<\/p>\n

Reflecting deep inequities<\/strong><\/h4>\n

In our published review, we found that these disparities aren\u2019t incidental \u2013 they\u2019re systemic.<\/p>\n

Our review\u00a0revealed long-standing evidence of bias in test design<\/a>\u00a0and differences in average scores along lines of race, gender and language background.<\/p>\n

These outcomes don\u2019t just reflect academic differences; they reflect inequities that shape how students prepare for and perform on these tests.<\/p>\n

We also found that high school GPA outperforms standardized tests in\u00a0predicting college success<\/a>. GPA captures years of classroom performance, effort and teacher feedback. It reflects how students navigate real-world challenges, not just how they perform on a single timed exam.<\/p>\n

For many students, particularly those from historically marginalized backgrounds, grades can offer a better indication of how prepared they are for college-level work.<\/p>\n

This issue matters because admissions decisions aren\u2019t just technical evaluations \u2013 they are value statements. Choosing to center test scores in admissions rewards certain kinds of knowledge, experiences and preparation.<\/p>\n

The American Council on Education\u00a0defines equity as opportunities for success<\/a>. It means building educational environments that recognize diverse forms of potential and equip all learners to thrive.<\/p>\n

It\u2019s worth noting that research on testing often focuses on elite institutions, where standardized test scores are more likely to be used as high-stakes screening tools. Our systematic review found that, even in elite schools, the tests\u2019\u00a0ability to accurately predict<\/a>\u00a0college academic performance is often limited (moderate in statistical terms).<\/p>\n

But\u00a0most college students attend<\/a>\u00a0state universities, public regional universities, minority-serving institutions, or colleges that accept most applicants. Our study found that at these institutions, standardized test scores are\u00a0even less likely<\/a>\u00a0to predict how students will do.<\/p>\n

This may be because state universities and public regional universities are more likely to serve\u00a0highly diverse student populations<\/a>, including older, part-time and first-generation students and those who are balancing work and family responsibilities.<\/p>\n

Where does higher ed go from here?<\/strong><\/h4>\n

With the debate over the role of standardized tests in the admissions process, higher education stands at a crossroads: Will colleges yield to political pressure and narrow definitions of merit and ignore equity? Or will institutions reaffirm their mission by embracing broader, fairer tools for recognizing talent and supporting student success?<\/p>\n

The answer depends on what values are prioritized.<\/p>\n

Our research and that of others make it clear that standardized tests should not be the gatekeepers of opportunity.<\/p>\n

If universities define\u00a0merit on test scores alone<\/a>, they risk closing the doors of opportunity to capable students.<\/p>\n

Author Bios:<\/strong> Zarrina Talan Azizova is Associate Professor of Education, Health and Behavior at the University of North Dakota, Audrey Amrein-Beardsley is Professor of Education Policy at Arizona State University and Jeongeun Kim is Associate Professor of Higher Education at the University of Maryland<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

At first glance, calls from members of Congress to\u00a0restore academic merit\u00a0in\u00a0college admissions\u00a0might sound like a neutral policy. In our view,\u00a0these campaigns\u00a0often cherry-pick evidence and mask a coordinated effort that targets access and diversity in American colleges. As scholars who\u00a0study access\u00a0to\u00a0higher education,\u00a0we have found\u00a0that when these efforts are paired with pressure to reinstate standardized tests, they […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[435398],"coauthors":[11733],"class_list":["post-77278","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-admissions-tests"],"acf":[],"yoast_head":"\nThe hidden bias in college admissions tests: How standardized exams can favor privilege over potential - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/the-hidden-bias-in-college-admissions-tests-how-standardized-exams-can-favor-privilege-over-potential\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"The hidden bias in college admissions tests: How standardized exams can favor privilege over potential - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"At first glance, calls from members of Congress to\u00a0restore academic merit\u00a0in\u00a0college admissions\u00a0might sound like a neutral policy. 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