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From their sophomore year onward, high school students across the nation begin to prepare for various standardized exams, particularly the Scholastic Aptitude Test (SAT) and the American College Testing (ACT). Generally, the SAT measures one’s skills in math and English while the ACT prioritizes English, math and science skills. In the hopes that a good score will boost one’s high school resume enough to attend their university of choice, countless students enroll in preparatory classes or find other ways to prepare themselves. While multiple choice exams may inevitably remain a part of high school education, more college admissions officers should consider whether or not standardized tests should be a factor in determining a student’s candidacy for admission.
There is much more to a student’s academic profile than their ability to be successful on exams, such as their class participation and conversational skills. Responses to multiple-choice questions cannot accurately capture one’s social etiquette, which can often prove more beneficial in the workplace. In addition, few corporate jobs require employees to work individually for prolonged periods, so collaboration skills far outweigh the ability to study and answer questions on a test.
Additionally, removing standardized tests as a college requirement ensures equity in the application process. While private institutions may continually refuse to drop this requirement, all government and state-funded universities should not require standardized test scores on their applications. If colleges wish to offer students equitable opportunities, they need to consider that sociodemographic factors can heavily influence how students perform on these standardized tests. For example, an article by Inside Higher Ed analyzing SAT scores found that the lowest scores on the test lived in areas with an average family income of less than $20,000. Students living in low-income households may be discouraged from taking these exams simply because of the cost. On the contrary, many private schools or students living in areas with a high family income perform well on these tests simply because of their access to preparatory classes and study materials.
By removing the need to perform well on these exams, a college can allocate its focus to evaluating other facets that more accurately demonstrate a student’s aptitude for admission. Rather than focusing on the score of a single exam, colleges should place more attention on a student’s grade point average (GPA) and extracurricular activities. Maintaining a strong GPA necessitates that a student works consistently throughout a school year. This presumably means utilizing time management skills to avoid burnout from procrastination. However, the opposite can be said about studying for standardized tests. In recent years, students have documented themselves on various media platforms cramming for these tests the night before the exam and then receiving near-perfect results. While one’s ability to quickly memorize information should not be undermined, procrastination is not beneficial in the long run. This pattern of cramming for exams and then receiving good scores only reinforces bad habits and does not teach students how to structure their work. If the student chooses to attend college or graduate school, the amount of learning material will undoubtedly increase and students will find themselves burnt out from this particular method of studying.
While there is no perfect way to ensure complete equity in high school education, a few strategies can be implemented to level the playing field. High schools should promote more group work and collaborative activities to help students develop social skills. Additionally, colleges can ignore standardized test scores and place more value on a GPA to encourage students to focus on long-term learning. If the educational system can implement these changes, they will better prepare students to contribute to society in a meaningful way.
