Journal article
Contextualizing the SAT: Experimental Evidence on College Admission Recommendations for Low-SES Applicants
Educational policy (Los Altos, Calif.), Vol.36(2), pp.282-311
03/01/2022
DOI: 10.1177/0895904819874752
Abstract
Although it is well established that college entrance exams have become a key factor for admission to selective institutions, less is known about the influence of test scores in relation to other academic factors in the evaluation of a student's application file. This study conducts a randomized-controlled trial to determine whether providing students' test scores in context-how they perform relative to their school and neighborhood peers-increases the likelihood that admission officers (n = 321) would recommend admitting low-socioeconomic status (SES) applicants. The study also examines how including a personal admission essay that conveys grit, or ability to persevere in the pursuit of long-term goals, influences admission decision making. Admission officers in the contextual condition were significantly more likely to accept both the low-SES and high-SES applicant than those without contextual information on test scores; however, they were not more likely to accept applicants who convey grit in their personal essays.
Details
- Title: Subtitle
- Contextualizing the SAT: Experimental Evidence on College Admission Recommendations for Low-SES Applicants
- Creators
- Michael N. Bastedo - University of Michigan–Ann ArborKristen M. Glasener - University of Michigan–Ann ArborK. C. Deane - University of Michigan–Ann ArborNicholas A. Bowman - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Educational policy (Los Altos, Calif.), Vol.36(2), pp.282-311
- Publisher
- SAGE Publications
- DOI
- 10.1177/0895904819874752
- ISSN
- 0895-9048
- eISSN
- 1552-3896
- Number of pages
- 30
- Grant note
- R305B150012 / Institute of Education Sciences, U.S. Department of Education (PR/Award) College Board
- Language
- English
- Date published
- 03/01/2022
- Academic Unit
- Educational Policy and Leadership Studies; Public Policy Center (Archive); Center for Social Science Innovation
- Record Identifier
- 9984283727102771
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