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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
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
FullText Text:
  Availability: 0
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  Data: 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
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  Data: 50
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  Data: <searchLink fieldCode="DE" term="%22Disclosure%22">Disclosure</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22College+Admission%22">College Admission</searchLink><br /><searchLink fieldCode="DE" term="%22College+Applicants%22">College Applicants</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Admission%22">Selective Admission</searchLink><br /><searchLink fieldCode="DE" term="%22Race%22">Race</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink>
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  Data: 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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      – Text: English
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      – SubjectFull: Disclosure
        Type: general
      – SubjectFull: Test Results
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: College Admission
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      – SubjectFull: College Applicants
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      – SubjectFull: Standardized Tests
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Selective Admission
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      – SubjectFull: Race
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      – SubjectFull: Socioeconomic Status
        Type: general
      – SubjectFull: College Entrance Examinations
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      – SubjectFull: SAT (College Admission Test)
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      – TitleFull: Strategic Disclosure of Test Scores: Evidence from US College Admissions. EdWorkingPaper No. 23-843
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