Examining the Academic Outcomes Associated with Test-Optional Admissions: Evidence from Two Public University Systems

• In Event: Understanding Test-Optional Policies and Promise Programs for Educational Equity

Abstract

During the pandemic, most four-year colleges and universities in the US implemented test-optional admissions policies. In this study, we draw on de-identified student-level data from two state university systems to explore the extent to which college entrance exam score submission relates to a wide range of academic outcomes.

Authors

• Kelly Ochs Rosinger, Pennsylvania State University

• Dominique Baker, University of Delaware

• Joseph Sturm, Pennsylvania State University

• Julie J. Park, University of Maryland

• Julie Renee Posselt, University of Southern California