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Think Again: 'College Admissions Exams Drive Higher Education Inequities'

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Title: Think Again: 'College Admissions Exams Drive Higher Education Inequities'
Language: English
Authors: Tyner, Adam, Thomas B. Fordham Institute, Thomas B. Fordham Foundation
Source: Thomas B. Fordham Institute. 2023.
Availability: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Peer Reviewed: N
Page Count: 12
Publication Date: 2023
Document Type: Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Barriers, Equal Education, Minority Group Students, College Admission, College Entrance Examinations, Higher Education, Educational Attainment, Disadvantaged, Admission Criteria, College Applicants, Scores
Assessment and Survey Identifiers: ACT Assessment, SAT (College Admission Test)
Abstract: The SAT and ACT have held a controversial place in American education for generations. The conventional wisdom has come to suggest that these college entrance tests are harmful to educational equity because they discriminate against students from low-income families and other students whose backgrounds may put them at a disadvantage, such as Black, Hispanic, or Native American students. This brief challenges the notion that college admissions exams are at the heart of inequities observed in college admissions, higher education attainment, and broader social disparities. More specifically, the brief addresses five ideas that have become conventional wisdom in some quarters: "College admissions exams are racist," "College admissions exams limit students' pathways into quality higher education," "Other parts of college application packets promote equity better than entrance exams," "Admissions officers should just focus on grades," and "The future of college admissions is 'test optional.'"
Abstractor: ERIC
Entry Date: 2023
Accession Number: ED628976
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: The SAT and ACT have held a controversial place in American education for generations. The conventional wisdom has come to suggest that these college entrance tests are harmful to educational equity because they discriminate against students from low-income families and other students whose backgrounds may put them at a disadvantage, such as Black, Hispanic, or Native American students. This brief challenges the notion that college admissions exams are at the heart of inequities observed in college admissions, higher education attainment, and broader social disparities. More specifically, the brief addresses five ideas that have become conventional wisdom in some quarters: "College admissions exams are racist," "College admissions exams limit students' pathways into quality higher education," "Other parts of college application packets promote equity better than entrance exams," "Admissions officers should just focus on grades," and "The future of college admissions is 'test optional.'"
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      – Text: English
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        PageCount: 12
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      – SubjectFull: Barriers
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      – SubjectFull: Equal Education
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      – SubjectFull: Minority Group Students
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      – SubjectFull: College Admission
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      – SubjectFull: College Entrance Examinations
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      – SubjectFull: Higher Education
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      – SubjectFull: Educational Attainment
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      – SubjectFull: Disadvantaged
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      – SubjectFull: Admission Criteria
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      – SubjectFull: College Applicants
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      – SubjectFull: Scores
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      – SubjectFull: ACT Assessment
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      – SubjectFull: SAT (College Admission Test)
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      – TitleFull: Think Again: 'College Admissions Exams Drive Higher Education Inequities'
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