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Inequality beyond Standardized Tests: Trends in Extracurricular Activity Reporting in College Applications across Race and Class. EdWorkingPaper No. 23-749

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Title: Inequality beyond Standardized Tests: Trends in Extracurricular Activity Reporting in College Applications across Race and Class. EdWorkingPaper No. 23-749
Language: English
Authors: Julie J. Park, Brian Heseung Kim, Nancy Wong, Jia Zheng, Stephanie Breen, Pearl Lo, Dominique J. Baker, Kelly Rosinger, Mike Hoa Nguyen, OiYan Poon, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 60
Publication Date: 2024
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Applicants, Admission Criteria, College Admission, Portfolios (Background Materials), College Entrance Examinations, Extracurricular Activities, Enrollment Influences, Racial Factors, Socioeconomic Influences, Social Justice, Equal Education
Abstract: For years, discussions on inequality in college admissions have addressed standardized tests, but less is known about inequality in non-standardized components of applications. We analyzed extracurricular activity descriptions in 6,054,104 applications submitted through the Common Application using natural language processing methods. Overall, White, Asian American, wealthier, and private school students reported more activities, top-level leadership roles, and distinctive accomplishments (e.g., honors, awards). However, there was little to no difference in the percentage of activities with top-level leadership roles for different racial/ethnic groups. Disparities decrease when controlling for key variables, but salient differences related to race and class remain. Findings do not necessarily support a return to required standardized tests or ending consideration of activities in admissions. Implications are discussed.
Abstractor: As Provided
Notes: https://github.com/brhkim/extracurricular_trends_common_app
Entry Date: 2025
Accession Number: ED672305
Database: ERIC
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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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: For years, discussions on inequality in college admissions have addressed standardized tests, but less is known about inequality in non-standardized components of applications. We analyzed extracurricular activity descriptions in 6,054,104 applications submitted through the Common Application using natural language processing methods. Overall, White, Asian American, wealthier, and private school students reported more activities, top-level leadership roles, and distinctive accomplishments (e.g., honors, awards). However, there was little to no difference in the percentage of activities with top-level leadership roles for different racial/ethnic groups. Disparities decrease when controlling for key variables, but salient differences related to race and class remain. Findings do not necessarily support a return to required standardized tests or ending consideration of activities in admissions. Implications are discussed.
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  Data: 2025
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