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For more than seventy-five years, standardized tests have been considered a vital tool for gauging students’ readiness for college. However, few people—including students, parents, teachers, and policy makers—understand how tests like the SAT or ACT are used in admissions decisions. Once touted as the best way to compare students from diverse backgrounds, these tests are now increasingly criticized as being biased in favor of traditionally privileged groups. A small but growing number of colleges have made such testing optional for applicants. Is this the right way to go? Measuring Success investigates the research and policy implications of test-optional practices, considering both sides of the debate. Does a test-optional policy result in a more diverse student body or improve attainment and retention rates? Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this volume is among the first to investigate the research and policy implications of test-optional practices. Although the test-optional movement has received ample attention, its claims have rarely been subjected to empirical scrutiny. This volume provides a much-needed evaluation of the use and value of standardized admissions tests in an era of widespread grade inflation. It will be of great value to those seeking to strike the proper balance between uniformity and fairness in higher education. Contributors: Andrew S. Belasco, A. Emiko Blalock, William G. Bowen, Jim Brooks, Matthew M. Chingos, James C. Hearn, Michael Hurwitz, Jonathan Jacobs, Nathan R. Kuncel, Jason Lee, Jerome A. Lucido, Eric Maguire, Krista Mattern, Michael S. McPherson, Kelly O. Rosinger, Paul R. Sackett, Edgar Sanchez, Dhruv B. Sharma, Emily J. Shaw, Kyle Sweitzer, Roger J. Thompson, Meredith Welch, Rebecca Zwick

Table of Contents

  1. Cover
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  1. Half Title, Title Page, Copyright
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  1. Contents
  2. pp. v-vi
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  1. Acknowledgments
  2. pp. vii-x
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  1. Introduction: The Emergence of Standardized Testing and the Rise of Test-Optional Admissions
  2. Jack Buckley, Lynn Letukas, Ben Wildavsky
  3. pp. 1-10
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  1. Part I. Making the Case for Standardized Testing
  1. 1. Eight Myths about Standardized Admissions Testing
  2. Paul R. Sackett, Nathan R. Kuncel
  3. pp. 13-39
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  1. 2. The Core Case for Testing: The State of Our Research Knowledge
  2. Emily J. Shaw
  3. pp. 40-63
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  1. 3. Grade Inflation and the Role of Standardized Testing
  2. Michael Hurwitz, Jason Lee
  3. pp. 64-93
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  1. 4. Merit-Based Scholarships in Student Recruitment and the Role of Standardized Tests
  2. Jonathan Jacobs, Jim Brooks, Roger J. Thompson
  3. pp. 94-117
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  1. 5. When High School Grade Point Average and Test Scores Disagree: Implications for Test-Optional Policies
  2. Edgar Sanchez, Krista Mattern
  3. pp. 118-142
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  1. Part II. The Rise of Test-Optional Admissions
  1. 6. Understanding the Test-Optional Movement
  2. Jerome A. Lucido
  3. pp. 145-170
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  1. 7. Going Test-Optional: A Case Study
  2. Eric Maguire
  3. pp. 171-192
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  1. 8. Test Scores and High School Grades as Predictors
  2. William G. Bowen, Matthew M. Chingos, Michael S. McPherson
  3. pp. 193-226
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  1. Comment
  2. Michael Hurwitz, Meredith Welch
  3. pp. 226-234
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  1. Reply
  2. Matthew M. Chingos, Michael S. McPherson
  3. pp. 234-236
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  1. Part III. Contemporary Challenges for College Admissions
  1. 9. How Do Percent Plans and Other Test-Optional Admissions Programs Affect the Academic Performance and Diversity of the Entering Class?
  2. Rebecca Zwick
  3. pp. 239-259
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  1. 10. The Test-Optional Movement at America’s Selective Liberal Arts Colleges: A Boon for Equity or Something Else?
  2. Andrew S. Belasco, Kelly O. Rosinger, James C. Hearn
  3. pp. 260-287
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  1. 11. The Effect of Going Test-Optional on Diversity and Admissions: A Propensity Score Matching Analysis
  2. Kyle Sweitzer, A. Emiko Blalock, Dhruv B. Sharma
  3. pp. 288-308
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  1. Conclusion: The Future of College Admissions
  2. Jack Buckley, Lynn Letukas, Ben Wildavsky
  3. pp. 309-312
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  1. Contributors
  2. pp. 313-320
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  1. Index
  2. pp. 321-330
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Additional Information

ISBN
9781421424972
Related ISBN
9781421424965
MARC Record
OCLC
1018380037
Pages
344
Launched on MUSE
2018-01-18
Language
English
Open Access
No
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