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Drawing on case studies of Bates, Muhlenberg, Franklin & Marshall, and public university systems in Texas and California, the report shows that high school performance is the most effective screening tool and that tests add limited value. It outlines benefits of test-optional admissions, including wider access, improved equity, and reduced barriers for minority and low-income students, and provides a guide for auditing current test-score use and restructuring policies.",{"@graph":69,"@context":122},[70,84,105],{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/test-scores-do-not-equal-merit-enhancing-equity-excellence-in-college-admissions-by-deemphasizing-sat-and-act-results/178774/",{"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/test-scores-do-not-equal-merit-enhancing-equity-excellence-in-college-admissions-by-deemphasizing-sat-and-act-results/178774.png","ImageObject",300,407,{"name":92,"@type":93},"River Wang","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-09-02",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"为什么一些高校会在录取中弱化或不使用SAT/ACT成绩？","Question",{"text":112,"@type":113},"许多高校认为取消或降低对SAT/ACT的依赖能提升进入班级的多样性与学术质量，同时减少对备考的过度影响。报告也总结了采用“可选考试”后并未出现招募与遴选困难。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"报告通过哪些案例来说明“弱化标准化考试”的效果？",{"text":117,"@type":113},"报告给出多个案例研究，包括Bates、Muhlenberg、Franklin & Marshall，以及德克萨斯州公立大学系统和加州州立大学系统。",{"name":119,"@type":110,"acceptedAnswer":120},"高校在制定“测试可选”政策时应如何开展工作？",{"text":121,"@type":113},"流程从对现有测试分数使用情况进行审计开始，随后分析这些政策对学校使命与目标的影响。报告还包含附录内容，用于支持政策调整与理解相关问题。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},178774,1791173270,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},1099514067438,"https://ap-avatar.wpscdn.com/avatar/100002539ee87300030?x-image-process=image/resize,m_fixed,w_180,h_180&k=1780474512215547542","ED 426107  \nAUTHOR  \nTITLE  \nINSTITUTION  \nPUB DATENOTE  \nAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORS  \nIDENTIFIERS  \nABSTRACT  \nDOCUMENT RESUME  \nRooney,Charles;Schaeffer,Bob  \nTest Scores Do Not Equal Merit:Enhancing Equity&Excellence in College Admissions by Deemphasizing SAT andACT Results.  \nNational Center for Fair and Open Testing(FairTest),Cambridge,MA.  \n1998-09-00  \n88p.  \nFairTest,342 Broadway,Cambridge,MA 02139($12).Guides -Non-Classroom(055)--Reports -Research(143)MF01/PC04 Plus Postage.  \nAccess to Education;*Admission Criteria;Case Studies;College Applicants;*College Entrance Examinations;  \nDiversity(Student);*Equal Education;Grade Point Average;*High School Students;High Schools;Higher Education;Minority Groups;Test Results;*Test Use*ACT Assessment;*Scholastic Assessment Tests  \nMore than 275 colleges across the United States now admitsome or all of their applicants without regard to Scholastic Assessment Test(SAT)or American College Testing Program(ACT)scores,and many say that thepolicy has increased both the diversity and the academic quality of theirentering classes.Many lessons have been learned at schools that havedeemphasized test scores.Detailed case studies present the experiences ofthree colleges,Bates,Muhlenberg,and Franklin &Marshall,as well as thoseof the Texas public university system and the California state universitysystem.Submitting test scores is optional for applicants at Bates andMuhlenberg and the other profiled institutions do not consider SAT or ACTresults from students who meet either grade point average or class rankcriteria.The five case studies indicate that high school performance is thebest available method for screening applicants,and that tests add littleuseful information to the high school record.Moving away from reliance onadmissions tests promotes sounder educational practices in high schools bydowngrading the importance of multiple-choice examination preparation.Dropping tests leads to greater diversity,these institutions have concluded,because the focus on test scores can deter otherwise qualified minority,low-income,first-generation,female,and other students from applying.Inaddition,test-optional colleges and universities have not experiencedparticular difficulties recruiting and selecting their entering classes.Because other colleges can learn from the experiences of these institutions,this report includes a guide for schools seeking to restructure theiradmissions requirements.This process begins with an audit of current testscore use,followed by an analysis of the impact of these policies on theinstitution's mission and goals.Appendixes present a list of 2814-yearschools that have eliminated or reduced test score requirements,a discussionof graduate level admissions,a discussion of gender bias on the SAT,and anSAT fact sheet.(Contains 102 endnotes.)(SLD)  \nED 426 107  \nTM029340  \n1  \n# Test Scores Do Not Equal Merit\n\nEmhamcimg Equity &Excellemce imCollege Admissioms by DeemplhasizimgSAT amd ACT Resullts  \nU.S.DEPARTMENT OF EDUCATIONDiceOEcaltional Rosearch ano lmprovomentEDUCATIONAL RESOURCES INFORMATIOCENTER(ERIC)  \nPERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HASBEEN GRANTED BY  \nby  \nTnledocimonthas heon ronrodwcenareceived from the person or organizationoriginating it  \nC.schuman  \n口Minor changes have been mado tcimprove reproduction quality  \nCharles Rooney  \n● Pointe ofyiew or oninionsstated inthidocurnent do not necessarily represenofficial OERI position or policy  \nTO THE EDUCATIONAL RESOURCESINFORMATION CENTER(ERIC)  \nwith Bob Schaefferand the staf of FairTest,the National Center for Fair&Open Testing  \nSeptember 1998  \n$12.00  \nTest Scores Do Not Equal MeritEnhancing Equity &Excellence inCollege Admissions by Deemphasizing SATand ACT Results  \nby  \nCharles Rooney  \nwith Bob Schaefferand the staff of FairTest,the National Centerfor Fair &Open Testing  \n# ACKNOWLEDGEMENTS\n\nThis report would not have been possible without the diligent research and intervie","cbCaibRlUPBhmtFI","https://ap.wps.com/l/cbCaibRlUPBhmtFI","pdf",1387768,89,"English","# Executive Summary\n# Introduction\n# The Benefits of Making Test Scores Optional\n## Eliminating Test Requirements Helps Colleges\n## Going Test-Optional Helps Students\n## Broader Benefits of Test-Optional Admissions Policies\n# Why Colleges Still Use SAT and ACT Scores","[{\"question\":\"为什么一些高校会在录取中弱化或不使用SAT/ACT成绩？\",\"answer\":\"许多高校认为取消或降低对SAT/ACT的依赖能提升进入班级的多样性与学术质量，同时减少对备考的过度影响。报告也总结了采用“可选考试”后并未出现招募与遴选困难。\"},{\"question\":\"报告通过哪些案例来说明“弱化标准化考试”的效果？\",\"answer\":\"报告给出多个案例研究，包括Bates、Muhlenberg、Franklin \\u0026 Marshall，以及德克萨斯州公立大学系统和加州州立大学系统。\"},{\"question\":\"高校在制定“测试可选”政策时应如何开展工作？\",\"answer\":\"流程从对现有测试分数使用情况进行审计开始，随后分析这些政策对学校使命与目标的影响。报告还包含附录内容，用于支持政策调整与理解相关问题。\"}]","Test Scores Do Not Equal Merit - Enhancing Equity &Excellence in College Admissions by Deemphasizing SAT and ACT Results | PDF",1788333394,224]