Research Catalog

Title

The effect of test-optional policy on application choice / John Thomas Mclaughlin.

Author

McLaughlin, John T.

Publication

2014.

Items in the Library & Off-site

Holdings

Details

Additional Authors

Harvard University. Graduate School of Education. Thesis.

Description

68 leaves; 29 cm.

Summary

• In this study, I evaluate the effect of a test-optional admissions policy on application choice. Although over 800 colleges are test-optional, there has been very little research on how prospective applicants respond to these policies. In 2008, Smith College became test optional in response to perceived biases against underrepresented minorities and low-income students in standardized testing. I evaluate the impact this policy change had on the probability that female students who applied to other selective schools also chose to apply to Smith, a female-only institution. My sample includes 128,387 women who applied to any one of ten selective single-sex and coeducational peer institutions, including Smith, over a period of six years from 2005-06 to 2010-11. Among the schools in the dataset, only Smith experienced a change in test policy during this period. I use an interrupted time series design to measure the effect of the introduction of Smith's test-optional policy in 2008-09 on the probability that women in the sample choose Smith. I also estimate the differential effect of the policy by race/ethnicity and high school socioeconomic background. I find that White applicants were more likely to apply to Smith as a result of the policy change. Black women appear less likely to apply to Smith as a result of the policy, and there is no differential effect among Asians or Latina applicants. I argue that the effects of Smith's policy on application behavior were driven primarily by the publicity around the change. I believe different levels of awareness in the policy change may have contributed to the observed differences in the response among different groups of applicants.
• This research provides some insight into the way that test-optional policies may influence applicant behavior. Other schools, similar to Smith, may be considering adopting a test-optional policy as a way to solicit applications that broaden and diversify the applicant pool. My research suggests that this policy alone does not achieve greater diversity, but the small scope of my analysis prevents broader claims. Still, the results of this study should help inform conversations around test-optional policy at other institutions.

Subject

• SAT (Educational test)
• Smith College
• Universities and colleges > Admission

Note

• Vita.

Thesis (note)

• Thesis (Ed. D.)--Harvard Graduate School of Education, 2014.

Bibliography (note)

• Includes bibliographical references (leaves 49-52).

Processing Action (note)

• committed to retain

OCLC

961394570

Owning Institutions

Harvard Library