Following the lead of top colleges and universities such as Dartmouth, Yale, and Brown, the SPS admissions office announced in June that they would be reinstating standardized testing requirements for all applicants, effective as of the 2024-25 admission cycle. Citing the efficacy of the SSAT (Secondary School Admissions Test) as an indicator of students’ early academic achievement and potential, the school believes requiring standardized test scores will help to foster a holistic admissions process that is geared towards admitting students who will both flourish at SPS and uphold the school’s values of excellence in character and scholarship. Many elite universities, including the aforementioned Ivies, have published concordant press releases affirming that test scores provide unparalleled insight to a candidate’s profile when considered in conjunction with the other components of their application, as well as the students’ background.
While I recognize the necessity and reason behind altering testing requirements as a response to the barriers posed by the COVID pandemic, the observable impacts from both test-optional and required policies since the shift, among other factors, have led to my increased support behind SPS’s decision. This is a productive measure taken within the admissions process that both reflects the philosophy of our school and will have a clear positive impact on student performance and the overall campus environment. Data from multiple studies underlines the tight correlation between standardized test scores and subsequent academic performance; it is undeniable that a mandatory testing policy will strengthen the academic reputation at a given institution. The new policy is within the best interest of prospective students as well, as the admissions team considers all application components, including test scores, to ensure that an admitted student will be able to thrive in every aspect of campus life. The score is not the sole determinant of acceptance into a school, but rather it is one additional valuable data point that is considered with the best interest of both the school and the individual in mind.
It should come as a relief that standardized testing is being brought back into the admissions scene. At the most basic level, standardized testing is a measure of aptitude and is considered within higher education applications in order to maintain high academic standards at a given institution. Test-required policies foster meritocracy within admissions—arguably the most important quality schools should be looking for—and help to delineate from legacy preference and other inherent unfair advantages. Because they provide a uniform way to compare students’ academic potential across various backgrounds and past experiences—hence the title “standardized”—test scores are indispensable components of both private high school and college applications alike.
However, across the nation lies general disdain for standardized testing requirements, along with heightened societal pressure for schools to operate as test-optional due to the perceived harm of testing mandates on minorities. Though test scores are a necessary component of applications, the uncontrollable and environmental factors that affect testing as well as its psychological impacts on students reflect how the testing process is far from flawless. When I had to take the PSAT 8/9 and SSAT in middle school, I admit I was not thrilled. Truthfully, no teenager looks forward to spending hours of preparation and focused attention on a demanding, stressful, and costly exam that has very little relevance outside of the admissions world. The idea of standardized testing can be demoralizing as well, as it seems to diminish an individual and their potential down to a single number. Students often feel disadvantaged by standardized testing due to the seemingly unfair testing advantages experienced by the already privileged, wealthy sector of society, too. One of the most prevalent concerns relating to standardized testing requirements is that these inherent privileges lead to score disparities by both racial and socioeconomic class, which results in a reduction in diversity of admitted students within a school.
It is no secret that students from low-income and disadvantaged backgrounds have weaker standardized test scores and are less likely to both take and submit the test than students from a wealthier upbringing. The elevated quality of previous education and expanded access to test prep resources gives privileged, wealthy students an undeniable edge in test-taking, thus contributing to the score differences observed between racial and socioeconomic classes. However, while it is well-intentioned, the concern that this score gap leads to a less diverse admitted pool does not reflect reality. In fact, during the test-optional admissions period sparked by the pandemic, the diversity levels among top schools nationwide decreased. Due to the absence of test scores, admissions teams were forced to more heavily weigh other application components such as GPA, transcripts, essays, and recommendations - all of which reflect racial and socioeconomic injustice at an increased rate. By eliminating test scores from the admissions process, the most unbiased comparison tool available is taken away.
It is undeniable that student diversity is an essential component of a school’s community, scholarship, and overall performance, and in order to preserve this inclusivity, test-required policies within high school and college admissions are a necessity. Contrary to widespread belief, these policies allow schools to consider more than just the raw test score submitted by a student. Admission teams are able to evaluate scores based on the available resources, previous education, and background of the student to determine whether the score stands out within the context of their environment. In addition to this increased attentiveness towards the factors that contribute to a student’s score, these test-required policies include components that further increase the inclusivity and equitability of the admissions process. For example, in an effort to make testing more convenient, test-mandatory universities have begun to accept multiple forms of testing, such as SAT, ACT, AP, and IB scores. Similarly, SPS is now accepting six different forms of standardized tests, along with providing fee waivers for those who qualify, in order to promote the highest level of both scholarship and accessibility within the admissions process.
While I empathize with the aforementioned frustrations towards testing and recognize that the process remains imperfect, the steps taken by the admissions team of SPS and many elite universities have dampened the major barriers of testing for students from disadvantaged backgrounds and leveled the playing field for applicants. Great things can be expected from this decision, as it is an effective method capable of bringing the most promising and diverse students possible to our campus. At its core this new testing policy aims to enrich the culture and academics of SPS, as well as uphold our school’s commitment, inscribed in our very mission statement, to be “dedicated to the pursuit of excellence in character and scholarship.”
Cover Photo Credit Getty Images/Emily Judem/WGBH News
Comments