Student Writers Advisory Group: Should the ACT/SAT be required on college applications?

This month the members of Pamplin Media Group’s Student Writers Advisory Group — better known as SWAG — addressed standardized test score requirements on college applications.

During the pandemic, many colleges and universities suspended test score requirements for applicants. Now, many schools have made test scores an optional part of their applications, leaving many students to wonder: Do I really need to take the SAT or ACT?

SWAG is comprised of representatives from Wilsonville, West Linn, Lake Oswego and Lakeridge high schools. SWAG pieces are published monthly in the Wilsonville Spokesman, West Linn Tidings and Lake Oswego Review.

Standardized testing: A standard or not?

As most students know, high school is the typical prerequisite to college. Freshmen through senior students spend four years building up their transcripts and working toward a high GPA. While some people look forward to an independent, study-free life after high school, others rely on these crucial years to determine their futures at university.

Over 36 weeks, test scores and graded assignments compile into an average GPA that supposedly reflects students’ academic performance. While many colleges factor in people’s involvement at their school and extracurricular or sports accomplishments when deciding admissions, GPAs and standardized test records primarily lock a student into or deter a college or university from accepting them.

Many adults recall a common form of college admissions, a lottery style. Applicants were more likely to have a chance of acceptance if their GPA was impressive, but times have changed.

Some college administrators claim that high SAT scores can predict student success in college. SAT and ACT scores are once again a requirement for students applying to Ivy League schools. In fact, the Ivys have led other colleges to view standardized tests with a more critical lens as an imperative caliber when admitting students.

“I’ve heard in recent years that colleges aren’t looking at test scores,” says Wilsonville sophomore Raina Simonton.

She perfectly sums up the current issue.

There was a brief termination of the SAT and ACTs permanent role in college applications, specifically during the backlash of COVID-19.

Currently, universities in Oregon do not require students to submit SAT or ACT scores with their applications. This seems surprising when considering some of the benefits of standardized tests.

For example, the convenience of tests is the all-across fairness. Students from around the world can test at an equal, intermediate level and be compared more closely.

These tests have produced factual, statistical information about students pre-graduation.

Standardized tests also come without some of the confounding variables that gradebooks often carry. SAT and ACT scores are considered “more reliable” because they aren’t manipulated by grade inflation, which can sometimes happen with school-testing situations.

Straight As aren’t always the best wager when predicting which students are likely to succeed in academic settings. Scores from standardized tests more accurately represent a student’s academic and logical performance correlation. Because of this, some students refer to their SAT scores as “lifelines.”

Still, other opinions circulate around standardized testing. Many high schoolers dislike this form of evaluation. Standardized tests can potentially reduce a student’s ability to showcase their full abilities creatively and intellectually as they are limited to a seated, timed test, which isn’t always the best way for students to demonstrate their growth.

For people who disagreed with standardized testing, COVID became an excuse to dismantle the commonly shunned tradition in education. Last year, the Supreme Court aroused strong debate over standardized tests and whether they should be continued nationally. This conflict has polarized countries in using SAT and ACT scores in making collegiate judgments.

People can argue that the SAT/ACT are rigged to set well-rounded, intelligent students apart, but also use bias in admitting students, especially those of color or without the same educational backgrounds.

Simonton adds, “I don’t fully agree with the type of test and how it’s supposed to show your ability. Some people work well under pressure and others don’t.”

Despite this perspective, test scores were used to create elite and also diversely talented classes with individualized students.

Nationally, college acceptance rates rest around 70% overall, with nonpareil universities accepting about 25% of applicants. Based on this statistic, high schools actively work to prepare students for the SAT and ACT to broaden their college scopes.

Wilsonville High School offers both local pSAT and pACT tests and SAT and ACT tests to take advantage of the opportunity. Both College Board and Khan Academy have partnered to create personalized SAT practice, enabling students to perform their best.

Today, SAT and ACT scores seem to impact students’ success in college acceptance, which makes these tests all the more important. Although not required, strong scores give students a better chance against other applicants.

Luckily, Wilsonville High School, and other schools, have done a relatively good job equipping students with tools to succeed.

Avery Eckley

Should the SAT and ACT be reinstated as required in college admissions?

Ever since the SAT and ACT were shifted to optional following the pandemic’s introduction to the world, the debate surrounding the role of standardized testing in college admissions has intensified. However, some schools’ recent reinstatement of the SAT and ACT has reignited the standardized testing debate.

Some argue that colleges requiring these nationwide tests provide a solid measure of academic ability and potential and properly assess applicants from many different backgrounds more fairly. The SAT and ACT give admission offices another indicator of academic strength, to the point where two students’ standardized test scores could turn a decision if they had similar grades and extracurriculars.

Standardized testing offers a relatively balanced way to evaluate applicants, especially through a socioeconomic lens. A student from a low-income background who scores well demonstrates great achievement and academic potential. While high schools can vary in grading standards, with certain schools inflating grades and others overly rigorous and competitive, test scores provide a consistent metric of academic possibilities. Online resources and information have also democratized test preparation, so all students can study equally despite economic differences.

On the other hand, some argue that standardized tests in college admissions only intensify existing inequalities in the education system. Many point to evidence that factors such as status and access to test preparation resources heavily influence test scores, depriving students from underprivileged backgrounds. Additionally, many believe that the consideration of factors like extracurricular activities, essays and letters of recommendation provides a more comprehensive idea of a student and their potential. It is commonly argued that the SAT doesn’t measure anything meaningful, only rewarding students who can recognize patterns and traps within the system. Some believe that a single test shouldn’t define a student’s success because variables like not getting enough sleep or being distracted can jeopardize a student’s score.

The question of whether colleges should require test scores in student applications ultimately depends on the values and priorities of each institution.

Some schools might prioritize academic strength and use standardized tests as a major component of their admissions process. Other colleges may value diversity and inclusivity, opting for a test-optional process to minimize biases in standardized testing.

As for myself, someone who has taken the ACT, I believe that schools should remain test-optional.

While standardized tests may provide valuable insights into academic performance, they also have the potential to perpetuate inequalities and overlook the characteristics and abilities of students. Some argue that online resources like Khan Academy and even ChatGPT allow students who aren’t as privileged as others to have equal access to preparation, but I would like to argue that even then, students who have access to personal tutors, classes, books and the economic flexibility to take multiple tests will have an easier time getting top scores on their tests.

Personally, I did have a one-on-one tutor while preparing for the ACT and can say that without those personalized lessons, I wouldn’t have gotten the score that I did. I also believe that the utilization of standardized testing to evaluate students isn’t the best, as one’s potential or intelligence might be undermined by simply having a bad day.

The notion that a single test may define a student’s success overlooks the complexities of an individual.

Kai Donohue

Will a test show if you’ll thrive in college?

The question of whether colleges should require ACT or SAT scores in their application process is a complex one. While these standardized tests can measure a student’s academic abilities and potential success in college, many factors can influence a student’s performance on these tests, such as socioeconomic status and access to resources like test prep materials.

Colleges could consider a student’s ACT or SAT scores without requiring them and other factors, such as extracurricular activities, essays, and letters of recommendation, should also be taken into account and scores should not diminish that.

Ultimately, the goal of the college admissions process should be to create a fair and equitable system that takes into account a wide range of factors that could impact a student’s potential for success in college. It’s important to consider individual unique strengths and experiences. For example, a student who has overcome significant obstacles or has a passion for community service should be given equal consideration to a student with high test scores. It’s also important to consider diversity and inclusion in the admissions process and to ensure that students from underrepresented backgrounds have an equal opportunity to succeed.

I have had the privilege of having a tutor to help me prepare for the SAT, an advantage that many others don’t have access to or cannot afford. The ability to have a tutor automatically gives me an advantage that others might not have. Requiring SAT and ACT scores discounts the fact that not all students have access to the same resources.

I think that many of us feel a lot of pressure when it comes to college applications. The SAT and ACT can be a source of anxiety for many students, and there is often a lot of pressure to perform well on these tests. Many students, who are very academically gifted, struggle with test taking but thrive in other situations. To place so much weight on a three-hour exam without considering the breadth of other highlights in a student’s resume would not only be reductive, but also exclusionary to disadvantaged populations.

Overall, I believe that the goal of the college admissions process should be to identify students who will thrive academically and contribute positively to their college communities. Test scores can provide insight into academic achievement, but they are by no means the sole defining factor of one’s potential.

Khushi Rastogi

In pursuit of fairness, reconsidering what it means to be ‘holistic’

“We Will Be Test Optional for 2025 Application Cycle.”

Scrolling through the inbox I’ve designated for college emails since taking the PSAT in the fall, I receive a message along these lines every few days.

When opening admissions emails, I have come to expect banners with big, geometric block letters, an assortment of school colors and well-lit pictures of students walking across idyllic-looking green lawns. Beyond these few consistencies, I’ve learned that colleges across the United States are varied in their philosophies and communities.

However, among the bullet points about different student organizations, majors and must-see attractions, many of the emails also advertise a “test-optional” policy.

Across the U.S., many colleges that were not already test-optional decided to suspend standardized testing requirements during the pandemic, and since then, have extended their policies to 2025 and beyond.

The concept of being “test-optional” seems to be a keystone element of many schools’ admissions systems. As explained by one of the emails I’ve received, test-optional means “students can submit ACT/SAT scores as part of their application if they’d like, but it’s not required.” Currently, over 80% of US colleges are test-optional.

Often, information about a test-optional policy is accompanied by a statement like, “We want to reflect our mission as a university,” or, “We know you’re more than your test scores,” and, “We want to empower you to show us your whole selves.”

These are all messages I appreciate. They all seem to allude to the ideals of a “holistic” review process, the framework that informs admissions at virtually all U.S. colleges today, where standardized test scores are just one element considered. Holistic admissions is valuable because it recognizes prospective students are more than just their test scores or grades and considers a broader range of factors like personal experiences, background, talents and potential contributions to a diverse and vibrant academic community. As I’ve thought about applying to college, I’ve liked the concept of holistic admissions because it seeks to humanize the process.

However, following news about some of the U.S.’s most elite institutions reinstating standardized test requirements this spring, I’ve felt a sense of disjunction between what a “holistic” review is meant to help admissions achieve and how policies are implemented.

At all institutions, when it comes to equity, there continue to be gaps between goals, how they are operationalized, and whether administrators’ best intentions are reflected in student outcomes.

I believe schools should always be open to reconsidering their policies and be willing to consider new evidence. For example, the broad movement to become test-optional before and during the pandemic was driven by a concern that the tests put students from low-income families and underrepresented minority groups at a disadvantage. There appeared to be convincing evidence that standardized test scores failed to predict success in college and hurt those without access to resources like private schools and test prep.

As a result, many people came to believe that tests like the ACT and SAT were at the root of inequity in education.

Now a new, growing body of evidence suggests that standardized tests actually provide valuable insights into a student’s academic readiness for college. While high school grades may be uniformly high due to grade inflation, standardized test scores offer a benchmark that can be more reliable.

This evidence shows tests can help promote diversity when used as part of a holistic admissions process. While affluent students may have advantages such as expensive test preparation courses, other parts of the admissions process also favor privileged students — potentially to a greater extent. While there is a gap in test scores between low-income, Black and Hispanic students and white, Asian and upper-income students, that gap may be less pronounced than for other aspects of “holistic” college admissions like extracurricular activities and essays.

In the push to eliminate standardized tests, it’s important to consider unintended consequences. By making these tests optional, colleges may inadvertently disadvantage lower-income and minority students who would have otherwise done well on these exams. Fundamentally, the challenge is that college admissions occur on an unequal playing field, where applicants have not had equal opportunities during high school to prepare for college.

As a result, I think it is the responsibility of college admissions counselors and representatives at schools to be aware of these inequalities in American society. If admissions counselors take care to evaluate students in the context of their environment, they can also put standardized test scores into context.

Policies meant to create student bodies that are both more diverse and more successful will likely look different between schools. Suppose the evidence shows that test-optional policies hurt the chances of low-income or underrepresented students to gain admission. In that case, colleges should do what is best for potential students and require test scores to be submitted. They will also need to be open to continually re-evaluating the evidence.

Annamika Konkola