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SAT optional policies: Do they influence graduate quality, selectivity or diversity?

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  • Saboe, Matt
  • Terrizzi, Sabrina

Abstract

Despite many conversations regarding the applicability and relevance of the SAT as a valid admissions tool, there is limited evidence regarding the effects of test-optional policies on various aspects of an institution’s effectiveness and the collegiate experiences within each institution. Using data from the Integrated Postsecondary Education Data System (IPEDS) coupled with a difference-in-difference analysis, we find that test-optional policies have very limited effects. We find SAT optional policies to have no significant effect on diversity or enrolled student quality. The only statistically significant effect we find is a brief increase in the number of applicants in response to the new policy.

Suggested Citation

  • Saboe, Matt & Terrizzi, Sabrina, 2019. "SAT optional policies: Do they influence graduate quality, selectivity or diversity?," Economics Letters, Elsevier, vol. 174(C), pages 13-17.
    • Handle: RePEc:eee:ecolet:v:174:y:2019:i:c:p:13-17
    DOI: 10.1016/j.econlet.2018.10.017
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    References listed on IDEAS

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    1. James H. Stock & Mark W. Watson, 2008. "Heteroskedasticity-Robust Standard Errors for Fixed Effects Panel Data Regression," Econometrica, Econometric Society, vol. 76(1), pages 155-174, January.
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    4. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-In-Differences Estimates?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 119(1), pages 249-275.
    5. Robinson, Michael & Monks, James, 2005. "Making SAT scores optional in selective college admissions: a case study," Economics of Education Review, Elsevier, vol. 24(4), pages 393-405, August.
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    Cited by:

    1. Dessein, Wouter & Frankel, Alexander & Kartik, Navin, 2023. "Test-Optional Admissions," CEPR Discussion Papers 18090, C.E.P.R. Discussion Papers.
    2. Finger, Claudia & Solga, Heike, 2023. "Test Participation or Test Performance: Why Do Men Benefit from Test-Based Admission to Higher Education?," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 96(4), pages 344-366.
    3. Vikram Krishnaveti & Saannidhya Rawat, 2024. "GPT takes the SAT: Tracing changes in Test Difficulty and Math Performance of Students," Papers 2409.10750, arXiv.org.
    4. Bleemer, Zachary, 2023. "Affirmative action and its race-neutral alternatives," Journal of Public Economics, Elsevier, vol. 220(C).
    5. Isabella Dobrescu & Alberto Motta & Richard Holden & Adrian Piccoli, 2021. "Cultural Context in Standardized Tests," Discussion Papers 2021-08, School of Economics, The University of New South Wales.
    6. Nguyen, Hieu, 2020. "Free college? Assessing enrollment responses to the Tennessee Promise program," Labour Economics, Elsevier, vol. 66(C).

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    More about this item

    Keywords

    SAT optional; Selectivity; Higher education; Enrollment quality;
    All these keywords.

    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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