Amy Whitney Director | University of North Dakota
Amy Whitney Director | University of North Dakota
On June 17, The Conversation published an article co-authored by Zarrina Talan Azizova from the University of North Dakota (UND), Audrey Amrein-Beardsley from Arizona State University, and Jeongeun Kim from the University of Maryland. The piece discusses the ongoing debate over standardized testing in college admissions.
The authors argue that campaigns to restore academic merit through standardized tests often undermine access and diversity in American colleges. They suggest that these efforts are a coordinated attempt to roll back inclusive practices.
A letter from the Department of Education dated February 14, 2025, stated it is "unlawful for an educational institution to eliminate standardized testing to achieve a desired racial balance or to increase racial diversity." The letter also claimed that tests like the SAT and ACT are objective measures of merit.
The authors analyzed over 70 studies on the SAT's and ACT's roles in admissions, identifying flaws particularly affecting underserved students. Some elite universities have reinstated test requirements after adopting test-optional policies during the COVID-19 pandemic.
During a U.S. House Subcommittee hearing on May 21, 2025, witnesses debated whether test scores should be used as indicators of merit or if they serve as barriers to education. The authors' research indicates that while these tests are statistically reliable, high school GPAs better predict college success than either test.
The study highlights disparities in test outcomes based on socioeconomic status, race, and gender. Students from wealthier backgrounds often perform better due to access to resources like tutoring and test prep services. In contrast, students from low-income families face challenges not reflected in their scores.
The review found systemic biases in test design leading to differences in average scores across demographic lines. High school GPA was found to outperform standardized tests in predicting college success by capturing years of performance and effort rather than performance on a single exam.
This issue is significant because admissions decisions reflect value judgments about what kinds of knowledge and preparation are rewarded. Equity involves recognizing diverse potential forms and equipping all learners for success.
Research often focuses on elite institutions where standardized tests play a critical role; however, most students attend state universities or minority-serving institutions where such scores less reliably predict academic performance.
Higher education faces a decision: adhere to political pressures focusing narrowly on merit or embrace broader tools recognizing talent and supporting student success? This choice will depend on prioritized values.
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