Download full textERIC Number: ED573718
Record Type: Non-Journal
Publication Date: 2016-Sep
Pages: 2
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
More Information, More Informed Decisions: Why Test-Optional Policies Do "Not" Benefit Institutions or Students. Technical Brief
Mattern, Krista; Allen, Jeff
ACT, Inc.
In this technical brief, the authors summarize empirical evidence from their full report comparing the stated intentions and actual outcomes of test-optional practices. An overview of five commonly stated assertions of test-optional practices along with empirical evidence that contradicts these assertions is provided in this brief. [For the full report, "More Information, More Informed Decisions: Why Test-Optional Policies Do "Not" Benefit Institutions or Students. ACT Insights in Education & Work," see ED573717.]
Descriptors: Educational Policy, Student Diversity, College Admission, Scores, Predictor Variables, College Students, Test Bias, Minority Group Students, At Risk Students, Enrollment Trends, College Entrance Examinations, Grade Point Average, High School Students, College Readiness, Racial Differences, Ethnic Groups, Socioeconomic Status, Gender Differences, Family Income, Parent Background, Educational Attainment
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ACT, Inc.
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test)
Grant or Contract Numbers: N/A
