Evaluating the Use of Statewide Summative Assessments in College Admissions: Insights from a Case Study
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| Title: | Evaluating the Use of Statewide Summative Assessments in College Admissions: Insights from a Case Study |
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| Language: | English |
| Authors: | Yen Vo, Stephen Dunbar, Catherine Welch, Jeongmin Ji, Xiaoting Zhong |
| Source: | Journal of College Access. 2025 10(4):78-104. |
| Availability: | Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site: http://scholarworks.wmich.edu/jca/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Summative Evaluation, Measurement, College Admission, College Entrance Examinations, Test Use, High School Students, Grade Point Average |
| Geographic Terms: | Iowa |
| Assessment and Survey Identifiers: | ACT Assessment |
| ISSN: | 2333-715X |
| Abstract: | The impact of COVID-19 pandemic and ongoing discussions around social inequality have significantly reshaped traditional college admission practices. This study explores the potential of using statewide assessments that are accessible to all students and aligned with curriculum standards as an alternative to college admission tests. Hierarchical linear modeling revealed that statewide assessment scores contributed an additional 9% of the variance in admission scores above and beyond high school GPA and core coursework. Logistic regression and random forest analyses indicated that high school GPA and statewide assessment scores were the most contributing factors to admissions decisions, followed by core coursework. Moreover, using statewide assessment scores in place of traditional college admission tests yielded the same admission classification for approximately 91% of students in the sample. These findings support the use of statewide assessments as an alternative for college admissions, potentially broadening access and opportunity for more students. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488287 |
| Database: | ERIC |
| Abstract: | The impact of COVID-19 pandemic and ongoing discussions around social inequality have significantly reshaped traditional college admission practices. This study explores the potential of using statewide assessments that are accessible to all students and aligned with curriculum standards as an alternative to college admission tests. Hierarchical linear modeling revealed that statewide assessment scores contributed an additional 9% of the variance in admission scores above and beyond high school GPA and core coursework. Logistic regression and random forest analyses indicated that high school GPA and statewide assessment scores were the most contributing factors to admissions decisions, followed by core coursework. Moreover, using statewide assessment scores in place of traditional college admission tests yielded the same admission classification for approximately 91% of students in the sample. These findings support the use of statewide assessments as an alternative for college admissions, potentially broadening access and opportunity for more students. |
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| ISSN: | 2333-715X |
