Longitudinal Trends in U.S. Undergraduate Admissions Policies: 2001–2020

• In Event: Advancing Higher Education Policy Frameworks

Abstract

Using national-level longitudinal data of higher education admissions in the U.S. (Integrated Postsecondary Education Data System) from 2001 to 2020, the current study explores the change in how undergraduate institutions have considered multiple application components in the admissions process, including test-based and non-test-based materials. We also explore whether considerations of standardized test scores are associated with student ethnic/racial diversity. There has been an ebb and flow of institutions requiring standardized tests in the admissions process, with a sudden drop in test requirements across institutions occurring in 2020. The decline in the test score requirements coincided with an increase in the requirement of secondary school GPA. Diversity has grown at approximately the same rate across institutions regardless of test requirement policies.

Authors

• Sugene Cho-Baker, Educational Testing Service
  Presenting Author

• Harrison Kell, Educational Testing Service
  Non-Presenting Author