Most Minnesota colleges are sticking with the test-optional policies they adopted during the pandemic, forgoing the use of an SAT or ACT score in admissions, even as Dartmouth College and some others reinstate the standardized test requirement.
Many colleges nationwide switched to a test-optional policy when the pandemic canceled in-person activities, including the SAT and ACT tests. However, an effort to reduce the influence of the SAT and ACT in college admissions had been in the works long before the pandemic because of the way scores can be influenced by economic disparities and other factors.
At St. Olaf College, Dean of Admissions Chris George said switching to test-optional, which the college planned to do before the pandemic, has been a major success.
“I think it matches what’s important to us,” George said. “Our data show that the classes that a student took, the grades they received, as well as the way they challenged themselves in high school with our holistic review was a better predictor for us.”
Dartmouth announced in early February that it would start requiring the SAT or ACT again, starting with applicants for the class of 2029. Some other colleges, including Massachusetts Institute of Technology (MIT) and Georgetown University, have also retired their test-optional policies. In a statement about the change, Dartmouth President Sian Leah Beilock said the college made the switch after analyzing data collected during the test-optional period since the pandemic that showed that a holistic review without test scores missed students who might have stood out with that extra piece of information.
“In particular, SAT/ACTs can be especially helpful in identifying students from less-resourced backgrounds who would succeed at Dartmouth but might otherwise be missed in a test-optional environment,” Beilock wrote in a letter to the Dartmouth community.
Still, she acknowledged that the tests themselves “reflect inequality in society and in educational systems across the nation” and said the scores would be considered within the context of where applicants went to high school. For instance, she noted a high, but not perfect, score from a student could help that student stand out if their school had a low average score.
The reversal was disappointing to advocates of the test-optional approach who point out that wealthier families can afford to hire private tutors who know the best ways to get a high score.