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The report concludes that SAT and ACT scores are essential for identifying applicants likely to succeed at Dartmouth, including high-achieving less-advantaged students and those from schools where Dartmouth has limited transcript context. The analysis summarizes evidence on test predictiveness, limitations of test-optional policies, and Dartmouth-specific modeling using applicant and enrolled-student data from 2017–2022.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/role-of-standardized-test-scores-in-undergraduate-admissions-working-group-report/266584/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/role-of-standardized-test-scores-in-undergraduate-admissions-working-group-report/266584.png","ImageObject",300,407,{"name":92,"@type":93},"Mason","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the working group’s overall conclusion about SAT/ACT in admissions?","Question",{"text":113,"@type":114},"SAT and ACT scores are an essential method for identifying applicants who will succeed at Dartmouth, including high-achieving less-advantaged students and applicants from high schools where Dartmouth has less information to interpret transcripts.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do SAT/ACT scores relate to academic performance at Dartmouth?",{"text":118,"@type":114},"The report states that SAT and ACT scores are highly predictive of academic achievement at Dartmouth and shows a linear relationship with first-year GPA in the provided analysis.",{"name":120,"@type":111,"acceptedAnswer":121},"Why can test-optional policies disadvantage certain applicants?",{"text":122,"@type":114},"Under test-optional policies, many high-achieving less-advantaged applicants may choose not to submit scores, reducing Admissions’ ability to identify them as likely to succeed; the policy can also place more weight on components that advantage groups that are historically better represented but do not predict Dartmouth success.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},266584,1789409338,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},5909887256941,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Date: January 30, 2024  \nTo: President Sian Leah Beilock, Dean of Admissions Lee Coffin  \nFrom: Professors Elizabeth Cascio, Bruce Sacerdote, Doug Staiger, Michele Tine  \nReport From Working Group on the Role of Standardized Test Scores in Undergraduate Admissions  \nDear President Beilock and Dean Coffin:  \nWe are responding to your request for researcher input and detailed empirical analysis on the role standardized test scores play in undergraduate admissions. Thank you both for the significant time you have spent providing us with context, details on the admissions process, and extensive deidentified microdata linking Dartmouth applicants to their undergraduate careers. Thanks also to Libby Barlow and Rett Weber in Institutional Research for their informative White Paper that uses Dartmouth data and for the construction and provision of data sets.1  \nThe inputs into our investigation were numerous. They included: interviews and commentary from Admissions, the White Paper produced by Institutional Research, dozens of published and unpublished academic papers on the subject of SAT and ACT scores and admissions and related subjects, detailed data on Dartmouth applicants and Dartmouth students, and extensive discussions with colleagues at other institutions who have examined the same questions with similar data.  \nOur overall conclusion is that the use of SAT and ACT scores is an essential method by which Admissions can identify applicants who will succeed at Dartmouth. Importantly, these test scores better position Admissions to identify high-achieving less-advantaged applicants and high-achieving applicants who attend high schools for which Dartmouth has less information to interpret the transcripts. The data suggest that, under an SAT/ACT optional (hereafter  \n1 The White Paper is an internal document that formed the starting point for our analysis. The White Paper examined the correlations between admissions data and first-year GPA. Many of the variables we use were calculated for us by Institutional Research.  \n“test-optional”) policy, many high-achieving less-advantaged applicants choose not to submit scores even when doing so would allow Admissions to identify them as students likely to succeed at Dartmouth and in turn benefit their application.  \nSAT and ACT scores are highly predictive of academic performance at Dartmouth. This is consistent with previous research (e.g., Comeaux and Sánchez, 2020; Bettinger et al., 2013; Saboe and Terrizzi, 2019) . It is also a key finding of the White Paper and a result we have reproduced in the data provided. Using detailed admissions data from IvyPlus institutions,2 Chetty, Deming, and Friedman (2023) show that SAT and ACT scores also predict career success, including high levels of earnings and attendance at elite graduate schools, holding family income constant. Importantly, the relationship between first-year college GPA and SAT/ACT scores is likewise quite similar across neighborhood income and other demographic subgroups at Dartmouth. By contrast, Chetty, Deming, and Friedman (2023) show that certain non-test score inputs in the admissions process, such as guidance counselor recommendations, do not predict college performance even though they do advantage more-advantaged applicants at IvyPlus institutions, increasing their admissions chances.  \nBy necessity, test-optional policies thus put more weight on components of the application that increase the admissions chances of groups that: (a) have historically been better represented at Dartmouth; and (b) do not predict success at Dartmouth or later in life. Moreover, Dartmouth Admissions reads SAT/ACT scores “in context,” or in relation to the local educational environment. For example, an applicant with an SAT score of 1400 has a higher probability of admission if from a high school where average SAT scores are relatively low. Under a test-optional policy, these students are less likely to be identified and admitted.  \nBelow, we","cbCaihHU6kUvzSLh","https://ap.wps.com/l/cbCaihHU6kUvzSLh","pdf",1365587,18,"English","# Report From Working Group on the Role of Standardized Test Scores in Undergraduate Admissions\n## Inputs and Data Sources\n## Overall Conclusions\n## Predictive Validity of SAT/ACT\n## Implications of Test-Optional Policies\n## Dartmouth-Specific Analysis Framework","[{\"question\":\"What is the working group’s overall conclusion about SAT/ACT in admissions?\",\"answer\":\"SAT and ACT scores are an essential method for identifying applicants who will succeed at Dartmouth, including high-achieving less-advantaged students and applicants from high schools where Dartmouth has less information to interpret transcripts.\"},{\"question\":\"How do SAT/ACT scores relate to academic performance at Dartmouth?\",\"answer\":\"The report states that SAT and ACT scores are highly predictive of academic achievement at Dartmouth and shows a linear relationship with first-year GPA in the provided analysis.\"},{\"question\":\"Why can test-optional policies disadvantage certain applicants?\",\"answer\":\"Under test-optional policies, many high-achieving less-advantaged applicants may choose not to submit scores, reducing Admissions’ ability to identify them as likely to succeed; the policy can also place more weight on components that advantage groups that are historically better represented but do not predict Dartmouth success.\"}]","Role of Standardized Test Scores in Undergraduate Admissions - Working Group Report | PDF",45]