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The appendix reports neighborhood income, high-school advantage, family income, gender differences, and relationships between cumulative first-year GPA and SAT composite scores across test-required and test-optional cohorts. 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The notes indicate the neighborhood income distribution is similar across test-required and test-optional cohorts.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are cumulative first-year GPA and SAT scores analyzed in Figures A.2–A.4?",{"text":68,"@type":64},"The figures use a binned scatter plot relating cumulative first-year GPA to SAT composite scores for Dartmouth enrolled students. They split the sample by measures of advantage, neighborhood income, or gender and compare patterns across test-required and test-optional cohorts.",{"name":70,"@type":61,"acceptedAnswer":71},"How does Figure A.5 estimate the likelihood of reporting scores during the test-optional period?",{"text":72,"@type":64},"Figure A.5 estimates the fraction of applicants opting to report scores during test-optional years by SAT-score bins. The notes explain the estimation approach by dividing test-optional scores by test-required scores, scaled to account for application increases, and report that 46% of test-optional applicants did not submit a score.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},267517,1790054240,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":102},687197207639,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Supplemental Appendix  \nHow Test Optional Policies in College Admissions Disproportionately Harm High Achieving Applicants from Disadvantaged Backgrounds  \nBruce Sacerdote, Douglas O. Staiger, and Michele Tine  \nAppendix A: Supplementary Figures and Tables  \nFigure A.1: Applications by Neighborhood Income Decile Pre and Post Test Optional  \nNotes: This figure uses data for Dartmouth applicants in years 2017-2018 (test-required) or 2021-2022 (test-optional) . The two test-optional cohorts are on average 35% larger than the two test-required cohorts (see Table 2). Key takeaway: The neighborhood income distribution of Dartmouth applicants is similar for the test-required and test-optional cohorts.  \nFigure A.2: Relationship Between Cumulative First Year GPA and Composite SAT Scores: High (Navy) versus Low(Yellow) Levels of Advantage At High School (sample split into equal halves)  \nHigh HS advantage   \nLow HS advantage  \nNotes: Figure shows a binned scatter plot of cumulative first year GPA against the SAT for 16 equal-sized bins of SAT for enrolled Dartmouth students in the 2017-2018 (test-required) and 2020-2021 (test-optional) cohorts. Separate binned scatters are shown for low levels of high school advantage (yellow circles) and high levels of high school advantage (navy triangles) students. High school advantage is measured using the College Board Landscape index of challenges for the high school which include family income, college going rates for students from the high school, crime rates in the area, housing stability, education levels of the adults in the area, and family structure in the area. For this graph we use an alternative definition of less advantaged high school. We split high school advantage into the lower 80 percent of high school advantage and the upper 20 percent which splits the Dartmouth enrolled sample roughly in half. The SAT Composite is used for all applicants where reported. Where only ACT is available, scores are rescaled to the SAT scale. Key takeaway: The linear relationship between cumulative first year GPA and SAT score is similar across Dartmouth students with high versus low-high school advantage.  \nFigure A.3: Relationship Between Cumulative First Year GPA and Composite SAT Scores: High (Navy) versus Low (Yellow) Family Neighborhood Income (sample split into equal halves)  \nHigh neighborhood income   \n Low neighborhood income  \nNotes: Figure displays bin scatter plot of cumulative first year GPA against the SAT for 16 equal-sized bins of SAT for enrolled Dartmouth students in the 2017-2018 (test-required) and 2020-2021 (test-optional) cohorts. Separate bin scatters are shown for students from low median neighborhood income (yellow circles) and high median neighborhood income (navy triangles) . For this graph we use an alternative definition of high-low median neighborhood income. We define “high income” as neighborhood income above the US 85th percentile which splits the sample of enrolled students roughly in half. The SAT Composite is used for all applicants where reported. Where only ACT is available, scores are rescaled to the SAT scale. Key takeaway: The linear relationship between cumulative first year GPA and SAT score is similar across Dartmouth students from high-and low-income neighborhoods.  \nFigure A.4: Relationship Between Cumulative First Year GPA and Composite SAT Scores: Male (Navy) versus Female (Yellow) Dartmouth Students  \nFemale   \nMale  \nNotes: Figure displays bin scatter plot of cumulative first year GPA against the SAT for 16 equal-sized bins of SAT for enrolled Dartmouth students in the 2017-2018 (test-required) and 2020-2021 (test-optional) cohorts. Separate bin scatters are shown for female (yellow circles) and male (navy triangles) students. The SAT Composite is used for all applicants where reported. Where only ACT is available, scores are rescaled to the SAT scale. Key takeaway: The linear relationship between cumulative first year GPA and SAT score is similar acr","cbCaiovAAKSE7adE","https://ap.wps.com/l/cbCaiovAAKSE7adE","pdf",3504893,"English","# Appendix A: Supplementary Figures and Tables\n## Figure A.1 - Applications by Neighborhood Income Decile Pre and Post Test Optional\n## Figure A.2 - Relationship Between Cumulative First Year GPA and Composite SAT Scores: High (Navy) versus Low (Yellow) Levels of Advantage At High School\n## Figure A.3 - Relationship Between Cumulative First Year GPA and Composite SAT Scores: High (Navy) versus Low (Yellow) Family Neighborhood Income\n## Figure A.4 - Relationship Between Cumulative First Year GPA and Composite SAT Scores: Male (Navy) versus Female (Yellow) Dartmouth Students\n## Figure A.5 - Estimated Fraction of Dartmouth Applicants Reporting Scores Under Test Optional Policy, by SAT Score\n## Table A.1: Summary Stats","[{\"question\":\"What do Figure A.1 show about test-required versus test-optional Dartmouth applicants?\",\"answer\":\"Figure A.1 compares applications by neighborhood income decile before and after the test-optional policy period. The notes indicate the neighborhood income distribution is similar across test-required and test-optional cohorts.\"},{\"question\":\"How are cumulative first-year GPA and SAT scores analyzed in Figures A.2–A.4?\",\"answer\":\"The figures use a binned scatter plot relating cumulative first-year GPA to SAT composite scores for Dartmouth enrolled students. They split the sample by measures of advantage, neighborhood income, or gender and compare patterns across test-required and test-optional cohorts.\"},{\"question\":\"How does Figure A.5 estimate the likelihood of reporting scores during the test-optional period?\",\"answer\":\"Figure A.5 estimates the fraction of applicants opting to report scores during test-optional years by SAT-score bins. The notes explain the estimation approach by dividing test-optional scores by test-required scores, scaled to account for application increases, and report that 46% of test-optional applicants did not submit a score.\"}]","Supplemental Appendix - How Test Optional Policies in College Admissions Disproportionately Harm High Achieving Applicants from Disadvantaged Backgrounds - Appendix A: Supplementary Figures and Tables | PDF",1789420363]