Are SATs/ACTs Fair for All? The Consequences of Using Standardized Tests for Admissions Decisions

• In Event: Do SATs/ACTs Inform Equitable Admissions and Scholarship Decisions for the 21st Century? A Validation Review

Abstract

Purpose

Despite the prevalent use of standardized tests for college admissions, a major criticism is that this practice might limit access of underprivileged students to higher education, particularly at selective institutions (Bennett, 2021). To this point, via this paper researchers focused on what the literature suggests about fairness and the related consequences of using SAT and ACT scores for admissions and scholarship decisions (i.e., as per the IUA).

Perspectives

A test is fair, as per the Standards, when it “reflects the same construct(s) for all test takers, and scores from it have the same meaning for all individuals in the intended population” (AERA et al., 2014, p. 50). Moreover, for evaluating the validity of a test, whether the IUA produces its intended outcomes is an important consideration, as is whether the IUA yields unintended outcomes (that can be positive or negative) as well as, or in lieu of, those which are intended (AERA et al., 2014; Kane, 2013).

Methods

Of the 74 studies selected for the larger study, authors of 37 reviewed papers (49% of the sample) provided evidence related to the fairness of SAT and ACT scores. Researchers categorized evidence from these studies as per two main narratives: 1) the role of test-taker characteristics throughout all stages of test development, administration, scoring, interpretations, and use of the scores; and 2) the associations between environmental factors and test-takers’ abilities and test scores.

Authors of 43 reviewed papers (57% of the sample) provided validity evidence based on the related consequences of using SAT and ACT scores in college admissions decisions. Researchers analyzed these manuscripts on how authors provided evidence for: intended consequences as well as unintended (negative, positive, and differential) consequences.

Results

In terms of fairness, authors of studies positioned the evidence they provided as somewhat challenging to the aforementioned IUA Evidence suggested that test score disparities exist between various student demographics, specifically by age, language status, gender, race/ethnicity, socioeconomic status and parental education, that are unrelated to the tested constructs. Additionally, authors of these studies showed that material resources, such as special preparation programs contribute to test performance.

Papers in which authors discussed consequences were also collectively positioned as somewhat challenging the IUA. Authors who discussed the intended consequences of the IUA concluded that both tests inform valid admissions decisions based on their predictability of college performance. Some authors argued that either test can be instrumental for targeted remediation efforts. Others pointed out that the use of the SATs or ACTs can have different admissions outcomes, particularly by students’ gender, age, language, family background, race/ethnicity, etc., potentially excluding students from disadvantaged backgrounds from admissions, especially from relatively more selective institutions.

Significance

Findings suggest that using SAT or ACT scores as one of the criteria for admissions might prevent pools of otherwise qualified college applicants, especially those who have been historically denied access to higher education, from accessing particularly more selective higher education institutions. The discussion is timely given the ever-increased interest in test-optional, test-free, and equity-minded admissions policies.

Authors

• Zarrina Talan Azizova, University of North Dakota

• Jeongeun Kim, University of Maryland