For Better College Admissions, Look At Whole Person, Not Tests

How do we think? Is there some objective way to measure our reasoning ability, mental processes and academic potential?

The notorious SAT I and ACT tests, which stress out many high school juniors and seniors, attempt to quantify reasoning ability for use in college admissions. Unfortunately, these tests have faults.

Studies have found that these standardized tests can be biased against women or minorities. In addition, there is a growing test-taking industry that produces classes, books and software to help students improve their scores by beating the game. Meanwhile, students who score high on tests do not necessarily possess the social skills and self-discipline needed for success in life, and those who score low may be excellent candidates for college admission but happen to have problems taking such tests.

Since these tests are designed only to measure reasoning ability, colleges should not use test scores in weeding out candidates or guaranteeing automatic admission.

Colleges should put far greater emphasis on the applicant’s character, sense of responsibility and potential for growth, based on transcripts, essays, recommendations and interviews.

Still, because of the ever-increasing number of students applying for college each year and the varied backgrounds and abilities of these students, college admissions committees need some universal scale with which to weigh different applicants. A student in a rural high school of 30 students will not have the same academic experience as one at an urban high school with a graduating class of 500. Without tests, there would be no way to compare students who, based on other criteria, seem to be equally qualified candidates. Nevertheless, we must keep test scores in their place.

A student’s ability to improve over the course of four years should be more meaningful than a weighted score received during a three-hour test.

Donald M. Stewart, president of The College Board wrote: “I do believe that an increased dependence on tests, no matter how good they may be, is not desirable.”

Let’s not make the SAT I or ACT more than it is.

Tests are not absolute. A high score should not guarantee admission, while a low score need not prevent it.

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