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Testing the Way Forward: The Impact of Statewide ACT or SAT Testing on Postsecondary Outcomes.

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Title: Testing the Way Forward: The Impact of Statewide ACT or SAT Testing on Postsecondary Outcomes.
Authors: Swiderski, Tom1 (AUTHOR) tswid@live.unc.edu
Source: Educational Evaluation & Policy Analysis. Sep2025, Vol. 47 Issue 3, p730-750. 21p.
Subject Terms: *ACT Assessment, *SAT (Educational test), *Educational evaluation, *Outcome assessment (Education), *Educational outcomes, *University & college admission, *Education policy, *Universities & colleges
Abstract: Twenty-nine states require or allow all 11th graders to take the ACT or SAT in school, for free, eliminating access to testing as a barrier to college entry. I examine whether this affects postsecondary outcomes using state-aggregated panel data and time-varying difference-in-differences methods. I find policy adoption led to 2% increases in selective 4-year enrollments by students from treated states. However, adoption had no effect on enrollments within adopting states' selective institutions, in part because institutions enrolled fewer students from out-of-state after adoption. I also find null but directionally negative effects on the number of graduates from state institutions. Therefore, impacts are small but positive for students from adopting states, but null or negative for adopting states' institutions. [ABSTRACT FROM AUTHOR]
Copyright of Educational Evaluation & Policy Analysis is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22ACT+Assessment%22">ACT Assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22SAT+%28Educational+test%29%22">SAT (Educational test)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome+assessment+%28Education%29%22">Outcome assessment (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22University+%26+college+admission%22">University & college admission</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink>
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  Data: Twenty-nine states require or allow all 11th graders to take the ACT or SAT in school, for free, eliminating access to testing as a barrier to college entry. I examine whether this affects postsecondary outcomes using state-aggregated panel data and time-varying difference-in-differences methods. I find policy adoption led to 2% increases in selective 4-year enrollments by students from treated states. However, adoption had no effect on enrollments within adopting states' selective institutions, in part because institutions enrolled fewer students from out-of-state after adoption. I also find null but directionally negative effects on the number of graduates from state institutions. Therefore, impacts are small but positive for students from adopting states, but null or negative for adopting states' institutions. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Educational Evaluation & Policy Analysis is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187242758
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        Text: English
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      – SubjectFull: ACT Assessment
        Type: general
      – SubjectFull: SAT (Educational test)
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      – SubjectFull: Educational evaluation
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      – SubjectFull: Outcome assessment (Education)
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              M: 09
              Text: Sep2025
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