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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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    4. 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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    1. Wouter Dessein & Alex Frankel & Navin Kartik, 2025. "Test-Optional Admissions," American Economic Review, American Economic Association, vol. 115(9), pages 3130-3170, September.
    2. UCHIKOSHI, Fumiya & GAGNON, Etienne & YAMAGISHI, Atsushi, 2026. "Test-optional Admissions and Job Market Performance : Experimental Evidence from Japan," Discussion Paper Series 775, Institute of Economic Research, Hitotsubashi University.
    3. 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.
    4. Vikram Krishnaveti & Saannidhya Rawat, 2024. "GPT takes the SAT: Tracing changes in Test Difficulty and Math Performance of Students," Papers 2409.10750, arXiv.org.
    5. Bleemer, Zachary, 2023. "Affirmative action and its race-neutral alternatives," Journal of Public Economics, Elsevier, vol. 220(C).
    6. Heeyun Kim, 2024. "A Fad or the New Norm for Student Access Today? Evaluating Enrollment Outcomes of Holistic Admissions in South Korea," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(5), pages 1040-1064, August.
    7. 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.
    8. Nguyen, Hieu, 2020. "Free college? Assessing enrollment responses to the Tennessee Promise program," Labour Economics, Elsevier, vol. 66(C).

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    JEL classification:

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

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