Should Standardized Testing Be Required for College Acceptance?

Item

Media
Full Text PDFFull Text PDF
Title
Should Standardized Testing Be Required for College Acceptance?
Author
Maddie Little
Faculty Sponsor
Alicia Wenzel
Gavin Keulks
Date
6/1/2022
Abstract
Is standardized testing a valid method to determine the acceptance or denial of a high school student into an educational institution? This thesis is a scholarly essay that examines the unintended consequences of requiring SAT or ACT scores for educational institution admittance. This project explores other methods for colleges and universities to use as a way of determining whether or not a student should be accepted or denied into the institution. Specifically, in my project, I researched the reasonings behind using standardized test scores as a primary method for determining the admittance of a student, the unintended consequences of requiring standardized test scores, and different options educational institutions can use to weigh the acceptance or denial of a student. The goal of this project is to synthesize existing research on this topic for college/university educators and administrators, who have yet to be informed about the drawbacks of requiring standardized test scores for institutional admittance. In order to address these points, I have conducted a meta-analysis of current, published research regarding standardized tests and college admissions. I have discovered that there are multiple unintended consequences of the SAT and ACT such as racism and socioeconomic bias. I have also researched other methods educational institutions can use to determine admittance such as becoming test- optional and interviewing potential students.
Type
Text
Honors Thesis
Department
Honors Program
Language
eng
Rights
Western Oregon University Library has determined, as of 06/01/2023, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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Identifier
honors_theses/266