Strategic Disclosure of Test Scores: Evidence from US College Admissions. EdWorkingPaper No. 23-843
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| Title: | Strategic Disclosure of Test Scores: Evidence from US College Admissions. EdWorkingPaper No. 23-843 |
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| Language: | English |
| Authors: | Brian McManus, Jessica Howell, Michael Hurwitz |
| Source: | Annenberg Institute for School Reform at Brown University. 2023. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: | N |
| Page Count: | 50 |
| Publication Date: | 2023 |
| Document Type: | Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Disclosure, Test Results, Scores, College Admission, College Applicants, Standardized Tests, COVID-19, Pandemics, Selective Admission, Race, Socioeconomic Status, College Entrance Examinations |
| Assessment and Survey Identifiers: | SAT (College Admission Test) |
| Abstract: | The impact of test-optional college admissions policies depends on whether applicants act strategically in disclosing test scores. We analyze individual applicants' standardized test scores and disclosure behavior to 50 major US colleges for entry in fall 2021, when COVID-19 prompted widespread adoption of test-optional policies. Applicants withheld low scores and disclosed high scores, including seeking admissions advantages by conditioning their disclosure choices on their other academic characteristics, colleges' selectivity and testing policy statements, and the COVID-related test access challenges of the applicants' local peers. We find only modest differences in test disclosure strategies by applicants' race and socioeconomic characteristics. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED639201 |
| Database: | ERIC |
| Abstract: | The impact of test-optional college admissions policies depends on whether applicants act strategically in disclosing test scores. We analyze individual applicants' standardized test scores and disclosure behavior to 50 major US colleges for entry in fall 2021, when COVID-19 prompted widespread adoption of test-optional policies. Applicants withheld low scores and disclosed high scores, including seeking admissions advantages by conditioning their disclosure choices on their other academic characteristics, colleges' selectivity and testing policy statements, and the COVID-related test access challenges of the applicants' local peers. We find only modest differences in test disclosure strategies by applicants' race and socioeconomic characteristics. |
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