Standardized tests, namely the SAT and ACT, have long been a cornerstone of the American education system. The creators of these assessments had the noble intention of promoting equal opportunities and ensuring that every student has a fair chance at success. They created the tests with the main objective of assessing academic preparedness and setting a uniform standard for college admissions.
Not everyone agrees.
These tests have faced a significant amount of criticism for cultural bias. Standardized tests may not reflect how well people from different cultures or wealth levels are ready for academic work, critics say. They also doubt the validity of the tests as indicators of academic preparedness, arguing that they may not sufficiently capture the range of skills and abilities needed for success in higher education or the workplace.
Many colleges have eliminated the requirement for these exams, adopting a test-optional or sometimes a test-blind approach, to increase access to higher education and appeal to students from diverse backgrounds. Standardized exams like the SAT or ACT are not required for admission to SUNY’s undergraduate programs. Any institution in the SUNY network lets prospective students decide if they want to include their test scores in their application.
Why would a student bother with the tedium of completing a standardized test when they have the option to apply to colleges that don’t require them? The reason is that the academic field is highly competitive, and dealing with such difficulties can only strengthen their determination and skills. Especially, institutions that offer broad academic programs and give sufficient research opportunities for undergraduates are very sought-after, making the competition even harder.
It is often thought that students from minority and low-income backgrounds are less inclined to take standardized tests. This viewpoint is influenced by data showing that, generally speaking, white students from more affluent and educated families score higher on these exams. Nonetheless, around 4 million students annually continue to sit for the SAT or ACT, even amid ongoing debates about the relevance of these tests in college admissions.
However, low-income students of color are not the only ones who are reluctant to take an ACT or SAT. Prior to the pandemic in 2019, it was standard practice for college applicants to include SAT or ACT scores with their applications. This practice looked very different by 2023. According to the Common Application, by Feb. 15, 2023, only 44% of applicants had sent in scores from these standardized tests, a big decrease from the 77% who did so the year before.
The assumption that it is primarily applicants of color who are refusing to take the ACT or SAT overlooks the reality that a significant number of students, including white students, have chosen to take advantage of test-optional policies when applying to college.
The STEM industry expresses concern over the lack of diversity within its ranks, while college professors are expressing frustration over the lack of academic preparedness displayed by incoming high school students. While this is happening, numerous colleges are trying to raise their acceptance rates, consequently increasing their revenue, by compromising their admission standards.
Governor Hochul has obtained nearly $10 million in yearly state funding to assist 14 SUNY schools in acquiring specialized technology and equipment, creating labs for innovative research, providing resources for materials, fellowships and research grants and enhancing their overall research potential.
Shouldn’t we, as a community, collectively strive for higher academic expectations for our children, urging them to fully embrace and conquer challenges, particularly in the STEM fields where a certain level of mastery is essential?
Studies indicate that academic success is better forecasted by standardized tests such as the ACT and SAT than by high school GPAs. This is mainly because GPAs are not consistent across different high schools due to the absence of standardized grading methods and grade inflation. In this situation, standardized tests provide a chance to measure academic preparedness, not hinder college education.
Several prestigious institutions of higher education, such as MIT, Dartmouth, and Stanford, have changed their policies on test-optional admissions in recent years. These institutions acknowledge the importance of standardized tests in evaluating a student’s academic preparation and aptitude for achievement.
Sure, they are elite colleges. But why shouldn’t SUNY follow suit, especially in STEM fields?
I think SUNY should require a standardized test for students who pursue a STEM degree, as this would help them show their skills and enhance their academic performance and enable the colleges to use the new funding efficiently. This would be particularly advantageous in leveraging the wide range of talents for innovation in STEM disciplines. It also has the potential to enhance students’ skill development, support teachers in adapting their instruction, and serve as a reliable basis for policy decisions.