What are the standardized testing requirements for admissions process at U.S. colleges and universities? What do you need to know about taking the SAT, ACT, TOEFL and IELTS?
Continue readingPerhaps the most vexing aspect of college admissions in the United States today is the use and abuse of standardized tests. While there is no solid research to support their pivotal role in determining who is accepted and who is rejected by the nation’s colleges and universities, the fact is that they are a competitive credential. The better your scores, the better your chances of admission. Of course, high scores alone will not guarantee you anything but a wet, sloppy kiss from your proud parents. But all other things being equal, good scores are preferable to low ones.
Much has been written about the history of these tests, and we have described the differences between the ACT and the SAT elsewhere on this blog. Suffice it to say that the growth of these two tests can be attributed to colleges’ need for some sort of thumbnail comparison of students across schools, across states, and across curricula. The fact is that with 14,000 school districts and perhaps 2,000 more private high schools in the US, there is little standardization from one school to the next. So it has always been difficult to judge the correlation of 4.0 GPA from an inner-city high school on the South Side of Chicago from a 4.0 GPA from Phillips Exeter. Supposedly, the standardized tests are a leveler–they help admissions folks compare students from different schools in different parts of the country.
Unfortunately, it doesn’t work that way. Here’s some reasons why.
First, there is no correlation between success on these tests and success in college. This correlation is generally assumed to exist: if you do better on the exams, you are therefore smarter and better able to succeed in college. In fact, research undertaken by Bates College in Maine demonstrates confirms the absence of any such correlation.
Second, the SAT and ACT tests are not “levelers.” Quite the opposite. What research we do have on these tests demonstrates that students of lower socio-economic classes do worse on these exams than do students from more affluent backgrounds.
Third, these tests do not really measure either intellectual capacity or aptitude; they measure performance on these specific tests. It is possible, therefore, to cram for these tests and improve scores–without taking more high school courses or taking steroids to improve brain capacity. Thus, a multi-billion dollar test prep industry has developed to help students cram for the tests. While not all test prep courses or tutoring will lead to a significant score increase, some test prep can lead to dramatic increases. A recent study from the National Association for College Admission Counseling (NACAC) indicates that test prep courses and tutoring will raise scores, on average, by only 20 or 30 points on the SAT tests and perhaps only a point on the ACT.
However, I have seen students make very dramatic gains by working one-on-one with a very experienced, very talented private tutor. Thus my interpretation of the NACAC data is that most test prep is pretty lackluster. If a student really wants to raise his score, he will have to seek stronger test prep services from those who know what they are doing.
I don’t recommend test preparation for all my clients. Much depends on what sort of schools interest them, and whether their first round of testing was good enough to allow them to achieve their goals. But if their scores fall short of those goals, I will work with them to identify good resources to help them do their best. For while I don’t think that these scores have much to say about a student’s abilities or potential, they have become very important in competitive college admissions.
Mark Montgomery
College Planner and Adviser
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Students at Denver’s South High School played host to First Lady Michelle Obama this past Monday. Students asked the First Lady about standardized tests, getting into college, and her advice to them as they enter the world as adults.
Here’s a snippet from the Denver Post article that reported on her visit.
The Princeton University graduate, in town for a day of mentoring, also let some of the students at South High School in on a secret: She never performed “great” on standardized tests. Straight A’s, student government, sports, teacher recommendations and her essays are what led her to the Ivy League.
But while Obama said she didn’t consider the tests a good indicator of future success, she told the students that they are “part of the system” and need to be taken seriously.
And she urged them to focus on the thing they have most control over: their grades.
“Fundamentally, the difference between an A and a B oftentimes is in your own hands,” she said, responding to a student’s question about whether it was fair to use test scores as the measure of school performance when many kids can’t speak English.
You can also view a video of her Q&A session, including some remarks about going to standardized tests at South High School.
Mark Montgomery
College Counselor
It’s always fun when two different–and reputable–publications report the same story and lead them with different headlines.
The facts: the College Board reported that the average score on the SAT tests last year went down slightly. The averages were 501 for critical reading, 515 for mathematics and 493 for writing.
Inside Higher Ed led this story with the headline “SAT Scores Drop, Gaps Grow.” This publication chose to emphasize that while the overall scores did not decline all that much, the “achievement gap” between white kids and kid “of color” have widened slightly. As more students take the test, it becomes more and more apparent that black and Latino children are not performing as well as their white counterparts. (Note that when we talk about the “achievement gap,” we are not generally referring to the widening gap between Asian Americans and white kids…but that gap is widening, too. Nor are we emphasizing the gap in performance between boys and girls…but that gap exists, too).
The New York Times, on the other hand, led the same story with the headline “SAT Scores Steady for Class of ’09.” The emphasis here was on the fact that while there was a slight decline in the average critical reading, the average math scores held steady. The article does point out, however, that these gaps in achievement according to ethnicity, gender, and socio-economic class are increasing, in part because more and more minority students are taking the tests (40% of test takers were minorities in 20009, up form 48% in 2008).
Just goes to show you that the headline does not convey the entire picture, and different publications with different editorial policies will choose to emphasize different things in their articles.
On this particular story, I prefer the Inside Higher Ed version. It gives a bunch more information, including a breakdown of scores by ethnicity and with some comparisons of scores between 2009 and 2005. While the average yearly decline is not great, the decline over five years is more pronounced.
Mark Montgomery
Educational Planner
The education reporter at USA Today, Mary Beth Marklein, reported yesterday on her blog that ETS has developed a new test or tool for gathering more, better, and more consistent information about applicants to college and graduate school. The idea is to assess more qualitative aspects of an applicant’s preparedness for academic study. The focus at first is upon graduate school, but the plan at ETS is to roll out the test for use in undergraduate admissions within the next few years.
The basic idea is that students who sign up for the test are asked to name five people (usually professors or supervisors) to evaluate them on six criteria: 1) knowledge and creavity, 2) teamwork, 3) communication skills, 4) resilience, 5) planning and organization, and 6) ethics and integrity. ETS then generates a report that reflects the opinion of these five reviewers.
I admit to some skepticism about a new admissions test, but I do like the fact that this test is actually a way to bring some rigor and consistency to letters of recommendation, to increase the inputs from two reference to five, and to give evaluators the opportunity to comment on important factors (like resilience and ethics) that may have more to do with a student’s success in academia than sheer brain power.
It will be important to follow the development and implementation of this new test over the next few years.
Mark Montgomery
Educational Consultant
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The Chronicle of Higher Education has joined in the reporting on “Score Choice,” the new policy by the College Board to allow students the ability to choose which test scores are sent to college admissions offices. ‘Score Choice’: a Tempest in a Teapot? – Chronicle.com (subscription required).
The article makes the following helpful points.
1. Much of the criticism stems from the fact that the College Board is an organization that everyone loves to hate.
2. The College Board’s rival, the ACT, has offered the equivalent to “score choice” for years, without any hew and cry.
3. There is a legitimate debate about who should “own” the scores: students, the College Board, or the admissions offices.
4. Colleges often average scores, and sometimes pick the highest scores anyway.
5. Students with multiple scores are likely to be in a higher income bracket, which tells gives those colleges some useful information (which should make some students think twice about taking the tests more than twice).
6. Colleges can still ask (or demand) that all scores be revealed to them.
I also feel that this new policy is, indeed, much ado about nothing. There are, of course, ways in which to improve one’s test score. I worry that too many parents–and students–fret too much that these test scores define them as learners and as human beings. Even students with average test scores can get a great college education.
Mark Montgomery
College Counselor
Today’s edition of Inside Higher Ed presents an excellent analysis of the College Board’s new policy allowing students to select which of their SAT scores they’d like to submit to colleges.
Ostensibly, this new policy is to alleviate the stress of taking the tests, and to give more power to students in the admissions process. However, at the same time, the College Board is telling colleges that they can have their own policies with regard to “Score Choice,” thereby eliminating any real “choice” by the students. Colleges still retain the right to see whatever scores they want to see.
As the article points out, the College Board is talking out of both sides of its mouth. To its student customers, it is saying, “we’re here for you…we care about your pain and suffering.” To it’s college and university customers, it is saying, “we’ll help you implement your policies and subvert student choice, if that’s what you want.”
Face it, folks. Higher education is a multi-billion dollar business in the USA. Colleges and universities act as businesses. The College Board is a company. It may be classified as a “non-profit” for tax purposes, but it has revenue goals like any other economic entity. And College Board competes in our capitalistic system alongside the ACT.
The problem is that the College Board has two sets of customers whose needs and interests are, if not diametrically opposed, at least in conflict. The College Board sits squarely between the colleges–who want ways to compare apples to oranges in an educational environment that is chaotically diverse–and high school students–who want the opportunity to present themselves in the best possible light with the minimum of stress.
My advice to clients is to not to get caught up in a frenzy. Test scores are important aspects of the overall application process, especially to the most selective colleges. While I have seen a few students make huge leaps in their performance on these tests, most make only modest gains–even after extensive (and often expensive) test preparation tutoring. I do not think that these tests are particularly fair. Nor do I believe that they are measures of aptitude or predictors of future success. And I applaud colleges who dare to move away from using them.
But it doesn’t do high school juniors and seniors much good to get agitated, indignant, stressed, or depressed. The tests aren’t fair? Well, life isn’t fair And it we may as well start learning this little fact at age 17.
So again, what do I tell my clients?
–Prepare the best you can.
–Make realistic goals based on the reality of the numbers.
–Develop a strategy to present yourself in the best light possible.
–Do not allow your test scores or grades to define you as human being.
–Remember that there are many paths to success–and it’s never too late to choose a different one.
In short, let the professional educators, policy makers, and people like me rail against the unfairness and silliness of it all. For now, just do your work, enjoy your life, and have confidence that you have many wonderful opportunities ahead.
Mark Montgomery
College Counselor
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Sometimes peer pressure is a good thing.
I read an article the other day in Inside Higher Ed that Baylor University had implemented a policy to pay admitted students to retake the SAT scores, in a bid to build an appearance of greater selectivity and (so Baylor officials said) to give away more scholarship money.
On Thursday, Baylor made an about-face, primarily because they faced blistering criticism from the press and admissions professionals around the country.
Sometimes institutions make mistakes, are called out, and then correct their behavior. Baylor made the right decision to renounce its misguided policy.
Mark Montgomery
Welcome to the second edition of the Carnival of College Admission. The Carnival is a biweekly round-up of interesting blog posts related to the transition from high school to college.
I’ve had many folks contact me asking what a blog carnival is, and why they should consider submitting posts to each edition. My friend, Peter Baron over at AdmissionsQuest, called me up last week to ask me to describe what we’re doing. He recorded our video conversation, and I’d like to kick off our Second Edition by sharing it with you.
College Admission Carnival / A conversation with the Carnival’s founder, Mark Montgomery from Peter Baron on Vimeo.
So, now, on with the October 8, 2008 edition of Carnival of College Admission. Enjoy the ride!
Admission
Andrew Burns, the Director of Admission at Fort Lewis College in Durango, Colorado, presents insight on how to get the most of attending a college fair. He provides great advice to the high school senior about how to get good information, and at the same time make a good impression on admissions officers.
Adam Epstein, an admissions counselor at Worcester Polytechnic Institute (WPI), presents a post entitled, “So What’s In A High School Visit?” in which he explains why admissions folks visit high schools, and what students can expect from an encounter with people like him. Check out Adam’s blog at Adamissions.
Brad J. Ward, an admissions officer at Butler University and a technology guru in the higher education field, shares a hilarious post from his blog Squared Peg about the importance of responding to emails from admissions officers. Why? Because they like it!
Todd Johnson presents Legacy admissions. The best way to gain admissions to selective colleges? posted at College Admissions Counseling Blog. Todd is another prolific blogger, and he provides all sorts of useful information to families of college-bound students.
Yours truly, Mark Montgomery, is happy to direct you toward his post that gives an insider’s view on admission to schools of art and design. I was able to make a video of a portfolio review of a young woman hoping to be admitted to the Art Institute of Boston. If you want to check out my blog, well, you’re already here.
Sean Costello at VideoJug posted his organization’s video channel related to school admission in the UK.
Test Prep
Mark Truman presents Someone Finally Stops Inviting the SAT and ACT to the College Party posted at Omniac Attack!. In this amusing post, Mark highlights the report from the National Association for College Admissions Counseling (NACAC) that encourages colleges and universities to reconsider their use of the SAT and ACT tests as important criteria in the admissions decision. Perhaps more and more colleges will be going test optional here soon.
Todd Johnson shares another post in which he explains how many colleges “superscore” the ACT and SAT tests. Students who worry excessively about the fact that a college may see both low and high scores on the same test can rest assured that colleges have every incentive to give you the benefit of the doubt. Find Todd’s blog at College Admissions Partners.
College Life
Shae presents, “Hey Roommate–Stop Stealing My Food!” Shae has a lot of fun stuff to share about how important food can be in college life. And I remember those days when I had to label the food in the communal fridge to keep the crew team from swiping my comestibles. Check out Shae’s blog at The Collegiate Gourmet.
Ali Hale, who blogs as Alpha Student, presents a post entitled “Feeling Shy?” in which she provides tips for getting to know people on campus. As Ali says, “If you’re feeling shy and a bit nervous of approaching new people at college – don’t worry, you’re not alone.”
Linda P. Taylor has submitted Part 2 of her series on the limits of political speech on campuses. She examines the new regulation at the University of Illinois that bans faculty from wearing political buttons or participating in political rallies on campus. Linda blogs at AskLindaPTaylor.com, and of course, you can also find Part 1 of her series there!
Barbara Nixon is an educator and technology fan. She offers 10 Tips for Success on Assignments. Check out Barbara’s blog, Making Connections.
My friend Andrew Burns is really getting into the spirit of the Carnival. He submitted another interesting post describing Fort Lewis College’s community book program, which this year featured Greg Mortenson and his book Three Cups of Tea. More an more colleges are adopting these community book programs, especially for first year students, to help ease the transition to college. Check out the rest of Andy’s blog posts.
Many of us in the college admissions field recognize that more students with autism and Aspberger’s are applying to college–and getting accepted. Michelle McFarland-McDaniels presents resources and information on Preparing Students with Autism for a Successful College Experience. Michelle blogs at Autism Assistance.
Financial Aid
Julie Stewart over at Virtual College Fairs, presents a post that explains how to determine your EFC, or Expected Family Contribution. This all-important number is an indicator of a family’s financial need. Check out Julie’s blog, too.
Everyone has seen their portfolios shrink in recent weeks. Students and their families are among the most nervous about the credit crunch. John presents Student Loan Crunch Getting Tighter posted at Free College.
Wenchypoo, in a post entitled “The College Conundrum,” explores the “return on investment” that we make in pursuing a college degree. As she points out, financially some degrees just don’t make economic sense. Wenchypoo also submitted a similar post on the same subject, entitled, “The NEW Lessons in Higher Education.” You might want to take a look at her other blog posts: Wenchypoo is a prolific blogger!
The Editors of Financial-Aid-Resource-Center.com present Grants for College, which explains that federal grant programs are designed to assist students with the greatest financial need. Read this post for a summary of available grants.
Scholarships
Jeremy Zongker presents Free College Education Exists. This post highlights the few colleges that actually offer a complete college education at no cost. Have a look at the entire blog at Destroy Debt.
Michelle McFarland-McDaniels presents another post this week, providing resources on information on sscholarships for college students who have autism. If autism is a particular interest, make sure to check out Michelle’s blog at Autism Assistance Resources and Information Blog.
Other Cool Stuff
Malia Russell presents Christina is Graduating This Month (May 2008) posted at Homemaking 911. Malia gives the story of her daughter, who has achieved a lot…through both dedication and heart.
Karin Chenoweth presents We Need Better Teaching posted at Britannica Blog.
Raymond presents Where Is The Safest Place To Save Or Invest Your Money? posted at Money Blue Book Finance Blog.
This wraps up the second edition of the Carnival of College Admission. Please participate on our next edition, which will open on October 22nd right here at Great College Advice. Submit your blog article to the next edition using our handy submission form. Past posts and future hosts can be found on our blog carnival index page.
See you in two weeks!
Mark Montgomery
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Just a couple of weeks ago, the National Council for College Admissions Counseling issued a report calling on colleges to reduce the importance of standardized scores in the admissions process.
But as long as public rankings of colleges and universities, such as those issue by US News & World Report, it’s unlikely that colleges will dump their dependence on scores any time soon.
Baylor University is now paying its accepted students to retake the SAT. The stated aim is to encourage students to improve their scores and thereby be eligible for more scholarship aid. But the ploy also helps move Baylor’s average SAT score up a notch or two. And in the world of rankings, a notch or two is significant.
Here’s how it works at Baylor. Admissions and financial aid folks at Baylor contact accepted students telling them that if they retake the SAT, they will receive a $300 credit the campus bookstore. If students raised their scores by 50 points, they would receive a $1000 scholarship. Moreover, students who raised their scores above predetermined cut-off points for certain merit scholarships, they would then be eligible or thousands more dollars in scholarships.
The plan worked. Over 800 students retook the SAT, about 150 received the $1000 scholarship for raising scores by 50 points or more, and 177 boosted their scores over the merit hump and pulled down another $450,000 in scholarships. And (surprise!) Baylor’s average SAT score went up by 10 points.
You see, when it comes to the use of SAT and ACT scores in the admissions process, we have something of a vicious circle. Even though virtually everyone agrees that there is no adequate proof that these scores predict college success or measure intelligence or aptitude, we can’t seem to get rid of them. Why not?
Colleges, especially selective ones, find the short-hand numbers provided by the score a convenient sorting tool.
Reading applications more carefully and devising more personal or holistic admissions procedures takes time–and probably will cost more–if more staff people are required to actually read every single application more carefully.
While everyone moans about the rankings, every rankings organization uses the scores as one important measure of a college’s selectivity and quality.
Colleges in the middle or bottom of rankings heap tend to be the ones most willing to abandon the scores as an admissions tool. What is the incentive for Harvard, Yale, or Princeton to stop using the test scores in admissions? (Besides, with their huge volumes of applications, these are the schools that depend on scores more heavily in assigning each application a number (the “academic index,” based on test scores and class rank). Still, even schools like Baylor with very average SAT scores, aspire to be considered premier academic institutions. And this aspiration depends, in part, on becoming more selective–a measure that depends, in large part, on average test scores of admitted students.
So this the problem: no matter how much we all detest the SAT and ACT scores, it’s devilishly hard to get rid of them.
Rankings organizations will not drop their use of the test scores, because what other “objective” measure of quality could replace them? At least scores are something easily compared across institutions. It’s much harder to actually compare more important variables, such as quality of teaching, student learning outcomes, or “return on investment.”
It’s hard to know whether Baylor’s cynical ploy to raise its average SAT scores will become a wave of the future. Most everyone in the business seems shocked and appalled by their practice of buying better SAT scores.
But it’s not difficult to understand the incentives, and to understand why the admissions and financial aid offices acted the way they did. To become a highly-ranked, world class university, those average test scores had better be as high as they can be. In the rankings game, nothing else matters as much as the numbers.
My guess is that while other admissions directors are busy condemning Baylor’s decision, they’re also secretly trying to figure out how to achieve the goal without incurring the wrath of their peers. I think they probably admire Baylor’s chutzpah more than they would like to admit.
Mark Montgomery
College Counselor
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