Test-Optional Colleges Still Want Test Scores: Why Submitting SAT or ACT Scores Gives You an Edge

Test-Optional Colleges Still Want Test Scores: Why Submitting SAT or ACT Scores Gives You an Edge

In recent years, many universities adopted test-optional policies, allowing students to decide whether or not to submit SAT or ACT scores. But at Test Prep Gurus, we’ve been following the data closely, and the message is clear: even at test-optional schools, submitting a strong test score can give you a significant advantage. In fact, many top universities are reinstating testing requirements, highlighting the critical role standardized tests continue to play in college admissions.

Why Test-Optional Doesn’t Mean Test-Negligible

While it might seem that test-optional means test-unnecessary, the reality is different. Across the board, students who submit SAT or ACT scores are admitted at higher rates than those who don’t. As Nick Standlea, founder of Test Prep Gurus, points out, “At Georgetown, the admission rate with a test score is 7.5%, without a test score, it’s 3.9%. At Cornell, the admission rate with a test score is 12.7%, but only 4% without a test score.” This trend holds at most institutions that publish admissions data, showing that test scores still play a crucial role in distinguishing applicants.

Top Universities Reinstate Test Requirements

Several highly selective universities are reinstating SAT and ACT requirements, emphasizing the importance of these scores in predicting a student’s academic success:

  • Johns Hopkins University: Starting with applicants for fall 2026, Hopkins will require SAT or ACT scores. Yvonne M. Romero da Silva, vice president for enrollment, explained, “Under a test-optional policy, those who provide test scores fared better in the application review process.” She also said “…The average first-year GPA of students who did not submit test scores was statistically similar to the average GPA of students whose submitted test scores were in the bottom quartile of the test score distribution.”

  • Stanford University: Stanford will resume requiring SAT or ACT scores for applicants starting in fall 2025. This decision reflects the importance of standardized tests in predicting students’ academic performance, as confirmed by Stanford’s faculty Committee on Undergraduate Admission and Financial Aid.

  • Rice University: Rice has long valued standardized tests, with Yvonne M. Romero da Silva stating, “We are therefore moving to recommend that students submit the testing they feel will showcase their strengths, beyond simply having a test-optional policy.”

  • Naval Academy: The U.S. Naval Academy requires all candidates to submit SAT or ACT scores as part of their admissions process, emphasizing the necessity of these scores in assessing student readiness.

  • Cornell University: Cornell will reinstate its standardized testing requirement for students seeking admission in fall 2026, based on evidence from a multi-year study that highlighted the value of test scores in admissions decisions.

  • Caltech: Starting with students applying for fall 2024, Caltech will require SAT or ACT scores, reaffirming the importance of testing in their highly selective admissions process.

  • University of Texas at Austin: UT Austin is returning to requiring test scores beginning with the fall 2025 admissions cycle, citing data showing that students who submit scores perform better academically.

  • Dartmouth College: Starting with the Class of 2029, Dartmouth will require SAT or ACT scores for U.S. applicants. The school will continue to super-score, meaning they will consider the highest result on individual sections of either exam.

  • Brown University: Data from Brown reveals that test scores are more predictive of college GPA, college graduation %, job placement, and graduate school placement than high school GPA. In addition, some students from less-advantaged backgrounds opted not to submit scores, despite the fact that submitting scores would have increased their chances of admission. This unintended consequence has led Brown to reinstate test scores.

Why Test Scores Still Matter

As these universities shift back toward requiring or recommending SAT and ACT scores, the reasons are clear. Test scores provide a common measure that helps colleges compare students from different schools and backgrounds. Grades can vary in difficulty and standards, but a strong SAT or ACT score levels the playing field and helps admissions officers gauge a student’s academic potential.

Moreover, test scores remain a strong predictor of success in rigorous academic environments. As Brown University’s admissions team noted, “An applicant’s test scores are a strong predictor of a student’s performance once enrolled, and of their capacity to succeed in a rigorous academic environment.” These findings hold true across all subgroups, reinforcing the value of standardized tests as a reliable measure of student readiness.

Preparing for Success

At Test Prep Gurus, we understand how important standardized tests are to your college admissions journey. While test-optional policies may seem like an opportunity to skip the SAT or ACT, the data shows that submitting a strong test score can give you a significant advantage. Universities are moving back toward testing requirements, and students who submit scores are admitted at higher rates than those who don’t.

Our tailored SAT and ACT prep programs are designed to help you achieve your highest possible score and maximize your chances of admission to top-tier schools. Whether you’re targeting test-optional colleges or schools with test requirements, we’re here to help you succeed.

Stay Ahead of the Curve

The college admissions landscape is evolving, and staying informed is key to making the right decisions. Submitting SAT or ACT scores can open doors to more opportunities, even at test-optional schools. Contact Test Prep Gurus today to explore our comprehensive test prep options and gain the competitive edge you need to succeed in your college admissions journey.

Get Started Now! Contact Test Prep Gurus for SAT and ACT Prep Today!

Test Prep Gurus CEO featured in Spotlight Schools Article: "Skip the SAT?: Tackling the Changing Testing Requirements for College Admissions"

Test Prep CEO recently contributed to an article on navigating standardized testing in college admissions, providing insight into the value of standardized tests like the SAT and ACT in the college admissions process. He emphasized that these exams offer a common measure to help colleges compare students from different high schools and backgrounds, complementing high school grades, which can vary in difficulty and grading standards. He also shared data showing how having a test score can significantly boost a student's chances of admission at selective universities like Georgetown and Cornell. Students should also keep an eye on the UC System, which is currently examining the option to reinstate SAT/ACT scores in the near future.

Unlocking Success: Lessons from Test Prep Gurus That Last a Lifetime

Tommy Poletti, a former Test Prep Gurus student, drops in for a conversation with, Nick Standlea, CEO of Test Prep Gurus, to discuss how the unique strategies and learning principles taught during Tommy’s test prep program continue to influence his success today.

Tommy recounts his significant score improvement, from a 17 to a 27 on the ACT—a rare 10-point increase—thanks to Test Prep Gurus' unique approach. Rather than relying on rote memorization or traditional methods, the program focused on developing a growth mindset, self-testing, and using feedback as a tool for improvement. These strategies not only helped Tommy achieve his immediate goal of a 27 on the ACT to make him a more competitive applicant to Santa Clara University but became key elements in his success in college and now at USC Law School.

Prospective parents and students considering Test Prep Gurus should note the lasting impact of this approach. The learning techniques instilled in Tommy have carried him through academic challenges far beyond test prep, proving that Test Prep Gurus doesn’t only boost standardized test scores—they teach life skills that set students up for success well into the future.

Quotes from the Interview:

1. Growth Mindset: "Success isn’t about how smart you are; it’s about how hard you work... Anyone can reach any goal that they want to reach if they work for it."

2. Tell Yourself the Right Story: "Whether you think you can do it, or if you think you can’t, that will become a self-fulfilling prophecy."

3. Lean into Desirable Difficulties: "Struggle is key to long-term retention of concepts. If something comes easily, you're actually less likely to remember it long-term."

Timestamps:

0:00 – Introduction: How Tommy ended up at Test Prep Gurus

1:00 – Early struggles with the ACT

1:50 – Learning about the self-fulfilling prophecy

2:30 – Tommy’s ACT score improvement: From 17 to 27

3:45 – Overcoming frustration and learning the hard way

5:00 – Getting into Santa Clara University

6:00 – Applying lessons from Test Prep Gurus to law school

7:30 – The importance of a growth mindset and hard work

9:30 – Struggle as the key to long-term retention

11:45 – Self-testing and continuous improvement in learning

16:00 – Study strategies and staying organized in law school

20:00 – Feedback loops and learning from testing

27:30 – How standardized tests help build life skills

32:00 – Comparing law school to real-world law practice

35:00 – Incremental improvement: The 1% rule

39:00 – The importance of long-term goals and motivation

46:00 – Setting personal goals: Football and USC as motivation

53:00 – Tommy’s reflection on Test Prep Gurus and its lasting impact

58:00 – Encouraging young students: Enjoy the process and stay motivated

1:03:00 – College admissions: Subjectivity and luck

Optimize the college application process

In this conversation, we provide actionable steps for each year of high school, 9th through 12th grade, to help students make the best college admissions choices. We meticulously strategize each phase of high school with Jenn, a renowned private college counselor, professional member of the Independent Educational Consultants Association, and author of the best-selling book 'The Parent Compass' who supplements this episode with her valuable experiences and expertise.

Jenn stresses the significance of developing specific high school habits and the formative value of resilience and grit. We also delve into Jenn's book, 'The Parent Compass,' which offers a blueprint for maintaining healthy parent-child relationships during turbulent teenage years, personal goal-setting, tackling misconceptions about college entrance, and learning to foster a growth-oriented mindset.

We then transition steps to effectively prepare for college during sophomore year. Highlighting the importance of interesting activities, creating a testing timeline, reading for pleasure, choosing future courses, and showing 'demonstrated interest' at desired colleges, this episode provides comprehensive guidance for high school students to ambitiously prepare for college admissions.

During Junior year, Jenn describes the essentiality of keeping track of achievements throughout high school, the importance of financial conversations between parents and teenagers, the impact of test preparation, and strategic planning around merit aid.

For 12th grade, we break down all the steps associated with filling out applications, meeting deadlines, and the differences between Early Action, Early Decision, and Regular application deadlines.

Jennifer Curtis, a seasoned college admissions expert, throws light on the complexities of today's college admissions process. She elaborates on topics such as standard test scores, the nuances of 'test optional' applications, the benefit of independent educational consultants, and more. Gain critical information on tangible steps to reduce stress, face rejection, and understand the importance of early financial aid management.

Whether you're a student or a parent, this episode is a quintessential guide to navigating the often daunting world of college admissions.

Flow State: Psychology of optimal experience | "Your sense of self disappears" | Csikszentmihalyi

Explore the concept of 'flow'—the state of optimal experience. The book 'Flow' was written by Dr. Mike Csikszentmihalyi in 1990.

I worked for Dr. Mike for six years as a research associate (yes, I know he signed his books 'Mihaly,' but he always insisted I call him 'Mike') . He was an amazing mentor and friend and he is greatly missed. In honor of his birthday, I cleaned up the audio on a lecture he delivered on flow and added some visuals.

Dive Deeper: Discover the attributes of the flow state, such as intense focus, a sense of clarity, and the merging of action and awareness. Understand how deep engagement can lead to enhanced happiness and productivity. Learn about the benefits of being in flow, including increased creativity, better performance, and greater overall satisfaction in life.

Oh yeah, and with the right combination of skills and challenges, it’s possible to enter a flow state while preparing for and thriving on standardized exams.

Unlock Your Potential: How Ella Jumped 12 Points on the ACT to the top 1% nationwide

Are you ready to take your your SAT or ACT score to the next level?

 Meet Ella, a high school student from Massachusetts who transformed her ACT score from a 22 to an incredible 34—landing her in the top 1% of test-takers nationwide!

 In our latest video interview, Ella shares her inspiring journey with Test Prep Gurus’ personalized, 1-on-1 virtual tutoring. Discover how she overcame challenges, stayed motivated, and ultimately gained acceptance to her top-choice colleges, including Williams College and Amherst College.

Why should you watch this interview?

  • Proven Strategies: Learn the steps Ella took to boost her ACT score by 12 points (strategies that transfer to the SAT as well).

  • Overcoming Obstacles: Hear how she balanced test prep with her busy schedule and still achieved outstanding results.

  • Virtual Success: Whether you're in-person or virtual, our 1-on-1 teachers can make a difference in your potential college options.

  • Inspiration: If you're aiming for a score increase or feeling stuck, Ella’s story is a powerful reminder that you can achieve your goals with the right guidance and effort.

  • Choices: Learn how test scores made the difference when she applied to elite colleges.

👉 Watch Ella's Success Story Now

At Test Prep Gurus, we believe in the power of personalized support to help every student reach their potential. Ella’s success is just one example of what’s possible with dedication and the right strategies. Ready to start your own journey to a higher ACT score? Let’s make it happen together.

P.S. Want to see results like Ella's? Contact us today for a free consultation and see how we can help you achieve your test prep goals!

UT Austin Reinstates Standardized Test Scores in Admissions

After four years of test-optional admissions for undergraduate applications, The University of Texas at Austin will return to requiring standardized testing scores, beginning with applications for the Fall 2025 semester.

“Our goals are to attract the best and brightest students and to make sure every student is successful once they are here. Standardized scores combined with high school GPA support this goal by improving early identification of students who demonstrated the greatest academic achievement, the most potential, and those who can most benefit from support through our student success programs,” said President Jay Hartzell. “Our experience during the test-optional period reinforced that standardized testing is a valuable tool for deciding who is admitted and making sure those students are placed in majors that are the best fit. Also, with an abundance of high school GPAs surrounding 4.0, especially among our auto-admits, an SAT or ACT score is a proven differentiator that is in each student’s and the University’s best interest.”

The higher standardized scores translated on average to better collegiate academic performance. Of 9,217 first-year students enrolled in 2023, those who opted in had an estimated average GPA of 0.86 grade points higher during their first fall semester, controlling for a wide range of factors, including high school class rank and GPA. Those same students were estimated to be 55% less likely to have a first semester college GPA of less than 2.0, all else equal.

A Top College Reinstates the SAT - Why other schools may follow Dartmouth’s lead

Dartmouth College announced this morning that it would again require applicants to submit standardized test scores, starting next year. It’s a significant development because other selective colleges are now deciding whether to do so. In today’s newsletter, I’ll tell you the story behind Dartmouth’s decision.

Original Article: https://www.nytimes.com/2024/02/05/briefing/dartmouth-sat.html

Training future leaders

Last summer, Sian Beilock — a cognitive scientist who had previously run Barnard College in New York — became the president of Dartmouth. After arriving, she asked a few Dartmouth professors to do an internal study on standardized tests. Like many other colleges during the Covid pandemic, Dartmouth dropped its requirement that applicants submit an SAT or ACT score. With the pandemic over and students again able to take the tests, Dartmouth’s admissions team was thinking about reinstating the requirement. Beilock wanted to know what the evidence showed.

“Our business is looking at data and research and understanding the implications it has,” she told me.

Three Dartmouth economists and a sociologist then dug into the numbers. One of their main findings did not surprise them: Test scores were a better predictor than high school grades — or student essays and teacher recommendations — of how well students would fare at Dartmouth. The evidence of this relationship is large and growing, as I explained in a recent Times article.

A second finding was more surprising. During the pandemic, Dartmouth switched to a test-optional policy, in which applicants could choose whether to submit their SAT and ACT scores. And this policy was harming lower-income applicants in a specific way.

The researchers were able to analyze the test scores even of students who had not submitted them to Dartmouth. (Colleges can see the scores after the admissions process is finished.) Many lower-income students, it turned out, had made a strategic mistake.

They withheld test scores that would have helped them get into Dartmouth. They wrongly believed that their scores were too low, when in truth the admissions office would have judged the scores to be a sign that students had overcome a difficult environment and could thrive at Dartmouth.

As the four professors — Elizabeth Cascio, Bruce Sacerdote, Doug Staiger and Michele Tine — wrote in a memo, referring to the SAT’s 1,600-point scale, “There are hundreds of less-advantaged applicants with scores in the 1,400 range who should be submitting scores to identify themselves to admissions, but do not under test-optional policies.” Some of these applicants were rejected because the admissions office could not be confident about their academic qualifications. The students would have probably been accepted had they submitted their test scores, Lee Coffin, Dartmouth’s dean of admissions, told me.

That finding, as much as any other, led to Dartmouth’s announcement this morning. “Our goal at Dartmouth is academic excellence in the service of training the broadest swath of future leaders,” Beilock told me. “I’m convinced by the data that this will help us do that.”

It’s worth acknowledging a crucial part of this story. Dartmouth admits disadvantaged students who have scores that are lower on average than those of privileged students. The college doesn’t apologize for that. Students from poor neighborhoods or troubled high schools have effectively been running with wind in their face. They are not competing fairly with affluent teenagers.

“We’re looking for the kids who are excelling in their environment. We know society is unequal,” Beilock said. “Kids that are excelling in their environment, we think, are a good bet to excel at Dartmouth and out in the world.” The admissions office will judge an applicant’s environment partly by comparing his or her test score with the score distribution at the applicant’s high schools, Coffin said. In some cases, even an SAT score well below 1,400 can help an application.

Questions and answers

In our conversations, I asked Beilock and her colleagues about several common criticisms of standardized tests, and they said that they did not find the criticisms persuasive.

For instance, many critics on the political left argue the tests are racially or economically biased, but Beilock said the evidence didn’t support those claims. “The research suggests this tool is helpful in finding students we might otherwise miss,” she said.

I also asked whether she was worried that conservative critics of affirmative action might use test scores to accuse Dartmouth of violating the recent Supreme Court ruling barring race-conscious admissions. She was not. Dartmouth can legally admit a diverse class while using test scores as one part of its holistic admissions process, she said. I’ve heard similar sentiments from leaders at other colleges that have reinstated the test requirement, including Georgetown and M.I.T.

And I asked Beilock and her colleagues whether fewer students might now apply to Dartmouth. Coffin, the admissions dean, replied that such an outcome might be OK. He noted that the test-optional policy since 2020 had not led to a more diverse pool of applicants and that Dartmouth already received more than enough applications — 31,000 this year, for 1,200 first-year slots. “I don’t think volume is the holy grail,” he said.

Finally, I asked Beilock whether she was satisfied with Dartmouth’s level of economic diversity, which is slightly below that of most similarly elite colleges. She said no. “We have aspirations to bring it up,” she said. Reinstating the test requirement, she believes, can help Dartmouth do so.

Dartmouth to reinstate standardized test requirement next year

The decision was made based on the findings of a Dartmouth-based research group, which showed that test scores provide the admissions committee with important information about applicants.

Originally posted at: https://www.thedartmouth.com/article/2024/02/college-to-reinstate-standardized-test-requirement-for-class-of-2029

By Kelsey Wang

Published February 5, 2024

Dartmouth will reinstate the standardized test requirement for applicants to the Class of 2029 and beyond, according to a campus-wide email from President Sian Leah Beilock. In response to the COVID-19 pandemic, Dartmouth adopted a test-optional policy for applicants to the Classes of 2025, 2026 and 2027 and a test-recommended policy for applicants to the Class of 2028, according to Lee Coffin, Vice President and Dean of Admissions and Financial Aid.

“The reactivation [of the test-required policy] has been modeled on a very comprehensive research study by a group of faculty,” Coffin said in an interview with The Dartmouth. 

According to Coffin, the research group — which consisted of economics professors Elizabeth Cascio, Bruce Sacerdote ’90, Douglas Staiger and sociology professor Michele Tine — shared their findings with Coffin and Beilock in early December 2023. The group’s findings were also published in an article in the New York Times last month. 

The faculty research group concluded that “standardized test scores are an important predictor of a student’s success in Dartmouth’s curriculum” regardless of a “student’s background or family income,” according to Beilock’s email. 

According to Sacerdote, test scores are a useful way for admissions officers to identify high achieving students “particularly if they’re at a high school where admissions has … less information about the high school and therefore less information about the transcript.”

“We’re getting more and more applications from all around the world, and so in order to find high achieving students, test scores turn out to be a really helpful tool,” Sacerdote said. “Our analysis shows that we potentially miss out on some great applicants when we don’t have [test scores].” 

The research group observed that there were certain cases where applicants did not submit their scores when the scores could have “helped that student tremendously, maybe tripling their chance of admissions,” according to Sacerdote. 

Sacerdote also addressed the issue of equity in standardized testing and emphasized that Dartmouth admissions officers evaluate test scores in the context of the applicant. 

Beilock wrote that the test-optional policy “disadvantages applicants from less-resourced families” who might choose to not submit their test scores because admissions officers evaluate their scores “in relation to local norms of their high school.”

“For a long time, Dartmouth has always practiced holistic admissions,” Sacerdote said. “That means that even when test scores are examined and used in the process, they’re examined very much in the framing of the environment that the applicant is coming from. [Coffin’s] team is keenly aware of the level of advantage or lack of advantage, both at the neighborhood level and at the high school level.”

Coffin added that the admissions team looks at the college-going rates, test scores and demographics of an applicant’s high school and evaluates the applicant’s test scores in that context. 

“Your school profile says, ‘Our average score is x,’ and then we look at your score and we say, ‘Is it x-plus or x-minus?’” Coffin said. “The higher you are over that x, the more value that score has in the way we read it as an element of admissions. So, the question about low income or high income in some ways doesn’t matter because we’re going school by school.”

The admissions team also recognizes that different communities have varied access to test preparation, according to Coffin. 

“That’s why testing is so helpful to less advantaged students because when admissions sees, ‘Wow, this student is really excelling in a less than perfect environment,’ that can be a very strong signal for that candidate,” Sacerdote added. 

Coffin emphasized the results of the faculty research study are specific to Dartmouth and are not a “grander statement about higher-ed across the United States.”

“I lead an admission process that has to evaluate 30,000 plus people for 1,200 seats — what’s the best way to do that?” Coffin said. “Holistically, [GPAs and extracurriculars] matter. They always have, they always will.”

However, GPAs — which assumed more importance while the test-optional policy was in effect — are not sufficient data points for the admissions team, according to Coffin.

“Social science has a concept called the ceiling effect,” Coffin said. “When you plot people in a curve, there’s a cluster at the top of the curve. That’s our applicant pool. Most of the people who apply to Dartmouth are straight A students.”

Coffin said that contextualized testing is an additional data point that can help admissions officers “start to separate out this surplus of ability” and “make more precise decisions” as they review essays, extracurriculars and teacher recommendations. 

“It’s not one or the other,” Coffin said. “It’s both [grades and test scores] together [that] help us make really strong decisions when we admit rates in the single digits.”

Beilock wrote that a test score “doesn’t — and shouldn’t — dictate [Dartmouth’s] admissions decisions” but should “inform” those decisions. 

According to Coffin, around 52% of the applicants who applied to the three test-optional classes opted to submit their applications with a standardized test score, while two thirds of the students who eventually enrolled submitted test scores. 

“Even in this optional space, the majority of the students at Dartmouth have applied and been admitted and enrolled with testing as part of their file,” Coffin said. 

Coffin predicted that the reinstatement of the test-required policy might lead to a smaller applicant pool following several years of record-breaking numbers of applications. However, he also attributed some of the growth in applications to need-blind admissions for international students, the elimination of loans, the return of in-person outreach and the continuation of digital outreach adopted during the pandemic. 

“All of these things contribute to the growth,” Coffin said. “Optional testing was some of it. I would be sad as the Dean of Admissions if people were applying to Dartmouth only because we’re test-optional.”

Other institutions are also considering a return to test-required admissions, according to Coffin. 

“All of our peer schools are studying it, as we just did,” Coffin said. “I think the question is a really straightforward one: Does the college see an opportunity from the inclusion of more data in the application? And if the answer is no, you don’t need the SAT.”

Coffin said that the decision to return to the test-required policy was informed by conversations with Beilock, the Board of Trustees, the Council on Institutional Priorities, “all of the faculty committees that have some connection to either admission policy or instruction,” alumni groups and Dartmouth Student Government leadership. Coffin also reached out to a couple of guidance counselors to “seek their input.”

While Coffin said that he views the reinstatement of the testing requirement as “business as usual, with new information guiding us,” he acknowledged that “the critics of standardized testing will likely critique this decision in a way that they’re entitled to.” 

“I think people outside of Dartmouth may have stronger reactions, but at the end of the day, I work for Dartmouth College, and my responsibility is to lead an admission process for Dartmouth that brings the best students from as many places as I can who are prepared to be successful in our curriculum,” Coffin said.  

The Misguided War on the SAT Colleges have fled standardized tests, on the theory that they hurt diversity. That’s not what the research shows.

Originally posted in the New York Times:

After the Covid pandemic made it difficult for high school students to take the SAT and ACT, dozens of selective colleges dropped their requirement that applicants do so. Colleges described the move as temporary, but nearly all have since stuck to a test-optional policy. It reflects a backlash against standardized tests that began long before the pandemic, and many people have hailed the change as a victory for equity in higher education.

Now, though, a growing number of experts and university administrators wonder whether the switch has been a mistake. Research has increasingly shown that standardized test scores contain real information, helping to predict college grades, chances of graduation and post-college success. Test scores are more reliable than high school grades, partly because of grade inflation in recent years.

Without test scores, admissions officers sometimes have a hard time distinguishing between applicants who are likely to do well at elite colleges and those who are likely to struggle. Researchers who have studied the issue say that test scores can be particularly helpful in identifying lower-income students and underrepresented minorities who will thrive. These students do not score as high on average as students from affluent communities or white and Asian students. But a solid score for a student from a less privileged background is often a sign of enormous potential.

“Standardized test scores are a much better predictor of academic success than high school grades,” Christina Paxson, the president of Brown University, recently wrote. Stuart Schmill — the dean of admissions at M.I.T., one of the few schools to have reinstated its test requirement — told me, “Just getting straight A’s is not enough information for us to know whether the students are going to succeed or not.”

An academic study released last summer by the group Opportunity Insights, covering the so-called Ivy Plus colleges (the eight in the Ivy League, along with Duke, M.I.T., Stanford and the University of Chicago), showed little relationship between high school grade point average and success in college. The researchers found a strong relationship between test scores and later success.

Likewise, a faculty committee at the University of California system — led by Dr. Henry Sánchez, a pathologist, and Eddie Comeaux, a professor of education — concluded in 2020 that test scores were better than high school grades at predicting student success in the system’s nine colleges, where more than 230,000 undergraduates are enrolled. The relative advantage of test scores has grown over time, the committee found.

“Test scores have vastly more predictive power than is commonly understood in the popular debate,” said John Friedman, an economics professor at Brown and one of the authors of the Ivy Plus admissions study.

With the Supreme Court’s restriction of affirmative action last year, emotions around college admissions are running high. The debate over standardized testing has become caught up in deeper questions about inequality in America and what purpose, ultimately, the nation’s universities should serve.

But the data suggests that testing critics have drawn the wrong battle lines. If test scores are used as one factor among others — and if colleges give applicants credit for having overcome adversity — the SAT and ACT can help create diverse classes of highly talented students. Restoring the tests might also help address a different frustration that many Americans have with the admissions process at elite universities: that it has become too opaque and unconnected to merit.

‘Picking Up Fundamentals’

Given the data, why haven’t colleges reinstated their test requirements?

For one thing, standardized tests are easy to dislike. They create stress for millions of teenagers. The tests seem to reduce the talent and potential of a human being to a single number. The SAT’s original name, the Scholastic Aptitude Test, implied a rigor that even its current defenders would not claim. Covid, in short, created an opportunity for American society to cast off a tradition that few people enjoyed.

But another part of the explanation involves politics. Standardized tests have become especially unpopular among political progressives, and university campuses are dominated by progressives.

Many consider the tests to be unfair because there are score gaps by race and class. Average scores for modest-income, Black and Hispanic students are lower than those for white, Asian and upper-income students. The tests’ critics worry that reinstating test requirements will reduce diversity. The Supreme Court’s affirmative action decision has heightened these concerns.

If selective colleges made admissions decisions based solely on test scores, racial and economic diversity would indeed plummet. Yet almost nobody in higher education favors using tests as the main factor for admissions. The question instead is whether the scores should be one of the criteria used to identify qualified students from every demographic group.

The SAT’s history offers some complex perspective. As the test’s critics sometimes point out, one designer of the original standardized tests in the early 20th century, Carl Brigham, also wrote a book promoting racist theories of intelligence (which he later disavowed). But a larger rationale for tests was connected to an expansion of opportunity. Administrators at Harvard, who pushed for the creation of the tests, saw them as a way to identify talented students from any background. The administrators believed that these students would go on to strengthen the country’s elite institutions, which were dominated by a narrow group of white Protestants, as Nicholas Lemann explained in “The Big Test,” his history of the SAT.

Today, perhaps the strongest argument in favor of the tests is that other parts of the admissions process have even larger racial and economic biases. Affluent students can participate in expensive activities, like music lessons and travel sports teams, that strengthen their applications. These same students often receive extensive editing on their essays from their well-educated parents. Many affluent students attend private schools where counselors polish each student’s application.

The tests are not entirely objective, of course. Well-off students can pay for test prep classes and can pay to take the tests multiple times. Yet the evidence suggests that these advantages cause a very small part of the gaps.

Consider that other measures of learning — like the NAEP, a test that elementary and middle school students take nationwide — show similarly large racial and economic gaps. The federal government describes the NAEP as “the nation’s report card,” while education researchers consider it a rigorous measure of K-12 learning. And even though students do not take NAEP test prep classes, its demographic gaps look remarkably similar to those of the ACT and SAT.

This similarity “is another piece of evidence that the SAT is picking up fundamentals,” said Raj Chetty, a Harvard economics professor who conducted the recent Ivy Plus study with Friedman and David Deming. “It strengthens the argument that the disparities in SAT scores are a symptom, not a cause, of inequality in the U.S.,” Chetty said.

To put it another way, the existence of racial and economic gaps in SAT and ACT scores doesn’t prove that the tests are biased. After all, most measures of life in America — on income, life expectancy, homeownership and more — show gaps. No wonder: Our society suffers from huge inequities. The problem isn’t generally with the statistics, however. The relatively high Black poverty rate is not a sign that the statistic is biased. Nor would scrapping the statistic alleviate poverty.

A Fixed Benchmark

The data documenting the predictive power of standardized tests is extensive and growing. In the study of Ivy Plus colleges, Chetty, Deming and Friedman looked at several measures of college success, such as whether students did well enough to earn admission to a top graduate school or be hired by a desirable company. Standardized test scores were a good predictor. High school grades were much less so:

Last week, three scholars — Bruce Sacerdote and Michele Tine of Dartmouth, along with Friedman — released additional research about some unnamed Ivy Plus colleges. It showed only a modest relationship between high school grades and college grades, partly because so many high school students now receive A’s. The relationship between test scores and college grades, by contrast, was strong. Students who did not submit a test score tended to struggle as much as those who had lower scores:

Test scores are strong predictors of college performance

Some people have worried that SAT scores are merely a proxy for income or race, Sacerdote noted, but the data should alleviate this concern. Within every racial group, students with higher scores do better in college. The same is true among poor students and among richer students:

Test scores and college grades are strongly related, regardless of students’ high school type

Amid all the subjectivity in the admissions process, the SAT and ACT — even with their flaws — offer meaningful information about an applicant’s readiness to do high-level academic work. The tests create a fixed benchmark that can be more reliable than high school grades, teacher recommendations or extracurricular activities. “The SAT just tells you a lot about how well prepared students are for college,” Sacerdote said.

When I have asked university administrators whether they were aware of the research showing the value of test scores, they have generally said they were. But several told me, not for quotation, that they feared the political reaction on their campuses and in the media if they reinstated tests. “It’s not politically correct,” Charles Deacon, the longtime admissions dean at Georgetown University, which does require test scores, has told the journalist Jeffrey Selingo.

In 2020, the University of California system went further than most colleges and announced — despite its own data showing the predictive value of tests — that it would no longer accept test scores even from applicants who wanted to submit them. In recent months, I made multiple requests to discuss the policy with university officials. They replied with an emailed statement saying that “U.C. remains committed to maintaining a fair admissions process that reviews every applicant in a comprehensive manner and endeavors to combat systemic inequities.” University spokespeople declined to discuss the policy by telephone or to schedule an interview with an administrator.

It remains unclear whether other colleges will revisit their test-optional policies given the new data. As is, many teenagers say they are confused. They are uncertain about whether to take the tests and what scores are high enough to submit.

The View From M.I.T.

M.I.T. has become a case study in how to require standardized tests while prioritizing diversity, according to professors elsewhere who wish their own schools would follow its lead. During the pandemic, M.I.T. suspended its test requirement for two years. But after officials there studied the previous 15 years of admissions records, they found that students who had been accepted despite lower test scores were more likely to struggle or drop out.

Schmill, the admissions dean, emphasizes that the scores are not the main factor that the college now uses. Still, he and his colleagues find the scores useful in identifying promising applicants who come from less advantaged high schools and have scores high enough to suggest they would succeed at M.I.T.

Without test scores, Schmill explained, admissions officers were left with two unappealing options. They would have to guess which students were likely to do well at M.I.T. — and almost certainly guess wrong sometimes, rejecting qualified applicants while admitting weaker ones. Or M.I.T. would need to reject more students from less advantaged high schools and admit more from the private schools and advantaged public schools that have a strong record of producing well-qualified students.

“Once we brought the test requirement back, we admitted the most diverse class that we ever had in our history,” Schmill told me. “Having test scores was helpful.” In M.I.T.’s current first-year class, 15 percent of students are Black, 16 percent are Hispanic, 38 percent are white, and 40 percent are Asian American. About 20 percent receive Pell Grants, the federal program for lower-income students. That share is higher than at many other elite schools.

“When you don’t have test scores, the students who suffer most are those with high grades at relatively unknown high schools, the kind that rarely send kids to the Ivy League,” Deming, a Harvard economist, said. “The SAT is their lifeline.”

Other colleges that still require the ACT or SAT tend to be somewhat removed from the intensely liberal culture of most elite campuses. Applicants to the United States Military Academy, at West Point, must take one of the tests. So must applicants to top public universities in Florida, Georgia and Tennessee. Gallaudet, the university in Washington, D.C., for people who are deaf or hard of hearing, also requires a test score.

A Question of Values

The strongest case against the tests comes from educational reformers who want to rethink elite higher education in fundamental ways. To them, the country’s top colleges should not be trying to identify the very best high school students; instead, these colleges should use their resources to educate a diverse mix of good students and, in the process, lift social mobility.

Comeaux — a professor of higher education at the University of California, Riverside, and co-chair of the state’s review of standardized tests — favors this approach. He agrees that the SAT and ACT predict later success. But he prefers a stripped-down admissions system in which colleges set minimum requirements, based largely on high school grades, and then admit students by lottery. “Having a lottery,” Comeaux said, “would make us radically rethink what it means to gain access and also to learn, rather than accepting the status quo.”

That’s not so different from what many colleges already do. The average acceptance rate nationwide is close to 70 percent. Even many selective colleges admit more than 25 percent of applicants, and high school grades can be sufficient for that purpose. “Test scores become relatively more important as the academic level of students increases,” Friedman, the Brown economist, said.

The SAT debate really comes down to dozens of elite colleges, like Harvard, M.I.T., Williams, Carleton, U.C.L.A. and the University of Michigan. The people who run these institutions agree that social mobility should be core to their mission, which is why they give applicants credit for having overcome adversity. But the colleges have another mission, as well: excellence.

They want to identify and educate the students most likely to excel. These students, in turn, can produce cutting-edge scientific research that will cure diseases and accelerate the world’s transition to clean energy. The students can found nonprofit groups and companies that benefit all of society.

Administrators at elite colleges have justified their decision to stop requiring test scores by claiming that the tests do not help them identify such promising students — a claim that is inconsistent with the evidence. The evidence instead suggests that standardized tests can contribute to both excellence and diversity so long as they are used as only one factor in admissions.

As it happens, most Americans support using standardized test scores in precisely this way. The Pew Research Center has asked Americans whether colleges should consider standardized tests when making admissions decisions. A large majority of people, across racial groups, support doing so:

Public opinion on standardized test scores in college admissions

U.S. adults who say test scores should be a factor in college admissions decisions

In today’s politically polarized country, however, the notion that standardized tests are worthless or counterproductive has become a tenet of liberalism. It has also become an example of how polarization can cause Americans to adopt positions that are not based on empirical evidence.

Conservatives do it on many issues, including the dangers of climate change, the effectiveness of Covid vaccines and the safety of abortion pills. But liberals sometimes try to wish away inconvenient facts, too. In recent years, Americans on the left have been reluctant to acknowledge that extended Covid school closures were a mistake, that policing can reduce crime and that drug legalization can damage public health.

There is a common thread to these examples. Intuitively, the progressive position sounds as if it should reduce inequities. But data has suggested that some of these policies may do the opposite, harming vulnerable people.

In the case of standardized tests, those people are the lower-income, Black and Hispanic students who would have done well on the ACT or SAT but who never took the test because they didn’t have to. Many colleges have effectively tried to protect these students from standardized tests. In the process, the colleges denied some of them an opportunity to change their lives — and change society — for the better.

David Leonhardt runs The Morning, The Times’s flagship daily newsletter. Since joining The Times in 1999, he has been an economics columnist, opinion columnist, head of the Washington bureau and founding editor of the Upshot section, among other roles. More about David Leonhardt

Podcast: The Future of College Admissions with Johnny Rastello

Join Test Prep Gurus CEO, Nick Standlea, and Johnny Rastello, Director of College Counseling at Tarbut V'Torah  Community Day School in Irvine, California as we discuss the future of college admissions on the Nick Standlea Podcast.

 

In this episode we cover:

  • Artificial Intelligence and college essays,

  • The escalating college admissions arms race,

  • Mental health implications of college admissions, 

And most importantly, 

  • What we can all do to change the narrative and create a more positive experience for our kids as they progress through high school and apply to college.

The epsiode is available wherever you listen to podcasts, including:

Apple Pods,

Spotify,

Overcast.

Best,

Nick

 

CEO, Test Prep Gurus

 

P.S. Visit our instagram for more great content! 

Forbes: The SAT Is Making A Comeback—Are You Prepared?

Two excellent articles that highlight the possible future of standardized testing in college admissions:

1) NY Times: The Misguided War on the SAT: Colleges have fled standardized tests, on the theory that they hurt diversity. That’s not what the research shows.

2) Forbes: The SAT Is Making A Comeback—Are You Prepared?

Highlights from two articles on college admissions testing in the NY Times and Forbes:

“Just getting straight A’s is not enough information for us to know whether the students are going to succeed or not.” M.I.T. Dean of Admission Stuart Schmill

“Standardized test scores are a much better predictor of academic success than high school grades.” Christina Paxson, president of Brown University

“It strengthens the argument that the disparities in SAT scores are a symptom, not a cause, of inequality in the U.S.” Raj Chetty, Harvard economics professor

“Once we brought the test requirement back, we admitted the most diverse class that we ever had in our history.” Stuart Schmill, admissions dean, MIT

“Test scores have vastly more predictive power than is commonly understood in the popular debate,” John Friedman, economics professor at Brown

“The SAT just tells you a lot about how well prepared students are for college.” Bruce Sacerdote and Michele Tine of Dartmouth

“When you don’t have test scores, the students who suffer most are those with high grades at relatively unknown high schools, the kind that rarely send kids to the Ivy League.” David Deming, Harvard Economist

Given this new research, and college’s ongoing efforts to make admissions more fair and transparent, we expect the importance of standardized testing will only rise in the coming years.

25 Automatic scholarships based on SAT/ACT scores

Highlighted College:

Texas State University

 President’s Honor Scholarship: $48,000

Requirements: 1420+ SAT or 32+ ACT and top 25% of graduating class or IB diploma or AP Capstone Diploma

 

Renewal criteria:

3.25 Cumulative Texas State GPA

Complete 28 passing Texas State hours/year (fall/spring)

Undergraduate status

 

Texas State Achievement Scholarship: $24,000 to $32,000

Requirements: 1160 to 1410 SAT or 24 to 31 ACT and top 25% of graduating class or IB diploma or AP Capstone Diploma

(Renewable pending same criteria as above)

 

Smaller awards are available for lower ACT and GPA combinations:

Scholarships based on merit, awarded for academic or other forms of excellence (NOT need-based), can significantly decrease the cost of college attendance. These scholarships often require essays or other submissions, but some are awarded automatically based on your GPA or SAT/ACT scores.

Many colleges offer automatic scholarships based on test scores. These typically require a combination of SAT or ACT scores and a minimum GPA.

*Remember to also consider the National Merit Scholarship. High scores on the junior year PSAT can lead to substantial scholarships. Many colleges provide additional scholarships to National Merit Semi-Finalists. For example, Boston University's $25,000 award for PSAT National Merit Semi-Finalists.

Click here to see a list of 181 scholarships students can earn based on their 11th-grade PSAT score.

Automatic scholarships based on SAT/ACT scores are available at various institutions, including:

1. Alabama State University 

 

Presidential Academic Scholarship: Full Ride

Requirements: 3.76 GPA and 26 ACT or 1240 SAT

 

Academic Excellence Scholarship: Full Tuition Plus (tuition plus additional fees and books)

Requirements: 3.51 GPA and 22 ACT or 1160 SAT

 

Academic Incentive Scholarship: Full Tuition Plus (tuition plus $500 for books)

Requirements: 3.00 GPA and 20 ACT or 1020 SAT 

 

2. Florida Agricultural and Mechanical University

 

George W. Gore: Amount varies

Requirements: 1330 SAT or 29 ACT (including a 650 on the SAT math section or 29 on the ACT Math subject area)

 

Presidential Special Scholarship: Amount varies

Requirements: 1220 SAT or 27 ACT (including a 600 on the SAT math section or 27 on the ACT Math subject area)

 

3. Florida Gulf Coast University

 

President’s Gold: $5,000 per year

Requirements: 3.9 GPA and 1320 SAT; Florida residency

 

President’s Silver: $3,000 per year

Requirements: 3.5 GPA and 1220 SAT; Florida residency

 

Blue and Green Scholars (non-residents): $15,000 per year

Requirements: 3.9 GPA and 1320 SAT

 

Blue and Green Directors (non-residents): $10,000 per year

Requirements: 3.5 GPA and 1220 SAT

 

4. Georgia State University

 

Presidential Scholarship: Up to $28,303 per year

 

Second Century: $3,000 per year

 

1913 Founders: $2,000 per year

 

GSU Excellence: $1,000 per year

 

GSU Achievement: $1,000 one time

 

GSU Foundation: $500 one time

 

Eligibility requirements are not available. However, the school offers several automatic scholarships based on academic excellence on a first-come, first-served basis.

 

5. Howard University

 

HU Presidential Scholarship

 

HU Founders Scholarship

 

HU Capstone Scholarship

 

HU Leadership Scholarship

 

HU Opportunity Grant

 

HU Access Grant

 

Eligibility requirements and award amounts are not available. However, Howard University’s merit-based awards are determined based on students’ SAT/ACT scores and high school GPA.

 

6. Idaho State University

 

Presidential: $7,500 per year

Requirements: 3.0+ GPA and 32 ACT or 1420 SAT; Idaho residency

 

Smaller awards are available for lower ACT and GPA combinations, ranging from $1,000 to $4,000 per year. The merit-based scholarships at Idaho State University are for in-state students only.

 

7. Louisiana Tech University

 

Many scholarships are available starting at $2,000 for 23-24 ACT and 3.0-3.749 GPA. The highest scholarships available is the:

 

Presidential: $9,000 or $9,500

Requirements: 33+ ACT or 1450-1600 SAT with a GPA of 3.0 to 3.749 GPA for $9,000 or 3.75 to 4.0 for $9,500

 

Smaller awards are available for lower ACT and GPA combinations.

 

8. Michigan Technological University

 

Presidential Scholars Program: $1,000 to $5,500 per year 

 

The school automatically awards students based on a combination of their high school academic record, including cumulative GPA and SAT or ACT score. The minimum GPA required for scholarship consideration is a 3.50. The minimum eligible standardized test score is a 1110 on the SAT or 22 on the ACT. You can estimate your award amount on the scholarship page.

 

9. Ohio State University

 

Maximus, Provost, and Trustees Scholarships: $1,000 to $3,000 per year

 

National Buckeye Scholarship (out-of-state): $13,500 per year ($54,000 in total)

 

Eligibility requirements are not available. However, the school seeks to admit highly competitive students, as demonstrated through grade point average, class rank, the rigor of high school curriculum, and ACT or SAT scores.

 

10. Texas State University

 

President’s Honor Scholarship: $48,000

Requirements: 1420+ SAT or 32+ ACT and top 25% of graduating class or IB diploma or AP Capstone Diploma

 

Renewal criteria:

3.25 Cumulative Texas State GPA

Complete 28 passing Texas State hours/year (fall/spring)

Undergraduate status

 

Texas State Achievement Scholarship: $24,000 to $32,000

Requirements: 1160 to 1410 SAT or 24 to 31 ACT and top 25% of graduating class or IB diploma or AP Capstone Diploma

(Renewable pending same criteria as above)

 

Smaller awards are available for lower ACT and GPA combinations.

11. Texas Tech University

Annual award amounts pay one-half toward fall and one-half toward spring terms. If you are a non-resident awarded a Presidential Scholarship, you will also qualify to pay in-state tuition.

 

12. Tuskegee University

 

Distinguished Presidential: Full tuition, room/board, and $800 books

Requirements: 3.7 GPA and 1300-1420+ SAT or 28-32+ ACT

 

University Merit: Full tuition and $800 books

Requirements: 3.5 GPA and 1200-1290 SAT or 25-27 ACT

 

Additional scholarships are available for up to 2.8 GPA and 1030 SAT or 20 ACT.

 

13. University of Alabama – Huntsville

 

UAH Presidential (in-state): Full tuition and housing

Requirements: 4.0+ GPA and 36 ACT or 1600 SAT

 

UAH Presidential (out-of-state): Full tuition and housing

Requirements: 4.0+ GPA and 36 ACT or 1600 SAT

 

Additional scholarships are available for GPAs starting at 3.00 and 25 ACT or 1200 SAT.

 

14. University of Alabama – Tuscaloosa

 

Presidential Scholar: Full Tuition/$28,000 per year for out-of-state residents

Requirements: 3.50+ GPA, 30-36 ACT or 1360-1600 SAT

 

Presidential Elite Scholar: Full Tuition plus 1-year housing, $1k stipend-4 years,$2k summer research/study abroad, $500/yr books

Requirements: 4.0 GPA, 36 ACT or 1600 SAT

 

Additional scholarships are available for GPAs starting at 3.00 and test scores of at least 27 ACT or 1260 SAT.

 

15. University of Arizona

 

Resident Wildcat Awards: $750 to $12,500

Requirements: The highest awards go to students with 4.0+ GPA and 1420+ SAT scores

 

Non-Resident Arizona Awards: $1,000-$32,000

Requirements: The highest awards go to students with 4.0+ GPA and 1420+ SAT scores

 

16. University of Louisiana – Monroe

 

President’s Distinguished: $10,000 + Study Abroad + iPad

Requirements: 3.7 GPA and 33-36 ACT

 

Smaller awards are available for lower ACT and GPA combinations.

 

17. University of Mississippi

 

Residents: $1,000 to $9,072

Requirements: 3.0 GPA and 23 ACT or SAT equivalent

 

Non-Residents: $1,000 to $9,072 plus up to $16,272 towards non-resident fee

Requirements: 3.0 GPA and 25 ACT or SAT equivalent

 

18. University of Missouri

 

Various scholarships are automatically awarded to applicants with certain SAT/ACT and GPA combinations. The highest scholarship award for in-state applicants is $7,200 per academic year. Awards for out-of-state applicants can reach $22,500 per year. Smaller awards are available for lower SAT/ACT and GPA combinations.

 

19. Utah State University

 

Residents: From $1,000 per year to 100% resident tuition & student fees for four years

Requirements: Awards granted based on a combination of SAT/ACT scores and GPA

 

Non-Residents: From $11,500 per year to 100% tuition & student fees for four years

Requirements: Awards granted based on a combination of SAT/ACT scores and GPA

 

20. University of Tennessee

 

Residents: $9,000

Requirements: 1490 SAT or 34 ACT, plus a 3.8 GPA

 

Non-Residents: $18,000

Requirements: 1490 SAT or 34 ACT, plus a 3.0 GPA

 

Smaller awards are available for lower SAT/ACT and GPA combinations.

 

21. University of Texas – Arlington

 

Presidential Honors Scholarship: $12,000

Requirements: 1500 SAT or 34 ACT and in the top 5% of high school class

 

Presidential Scholarship: $10,000

Requirements: 1400 SAT or 31 ACT and in the top 15% of high school class

 

Maverik Academic Scholarship: $1,000 to $8,000

Requirements: 1280 SAT or 27 ACT and in the top 25% of high school class

 

22. University of Kentucky

 

Provost Scholarship (in-state): $2,500 to $5,000

Requirements: 3.30 GPA and 26 ACT/1230 SAT for $2,500 or 3.30 GPA and 28 ACT/1300 SAT for $5,000

 

Bluegrass Spirit (out-of-state): $8,000 to $12,500

Requirements: 3.00 GPA and 25 ACT/1200 SAT for $8,000, 3.50 GPA and 25 ACT/1200 SAT for $10,000, or 3.50 GPA and 30 ACT/1360 SAT for $12,500

 

23. University of Wyoming

 

The Cowboy Commitment: $6,500 per year

Requirements: Have a combination of a 3.4-4.0 GPA and 1390+ SAT/31+ ACT. See this sliding scale to determine where your combination of GPA and test scores falls.

 

Smaller awards are available for lower SAT/ACT and GPA combinations, ranging from $500 to $3,500 per year. The Cowboy Commitment is for in-state students only. Non-resident students will receive the Brown and Gold Commitment, ranging from $2,500 to $12,750.

 

24. Middle Tennessee State University

 

Century Scholarship: $6,000 per academic year

Requirements: 34-36 ACT or SAT equivalent and 3.5+ GPA

 

Lightning Scholarship: $3,000 per academic year

Requirements: 30-33 ACT or SAT equivalent and 3.5+ GPA

 

Blue Raider Scholarship: $2,500 per academic year

Requirements: 25-29 ACT or SAT equivalent and 3.5+ GPA

 

Future Alumni Scholarship: $1,500 per academic year

Requirements: 22-24 ACT or SAT equivalent and 3.5+ GPA

 

25. University of Oklahoma


Various scholarships for in-state and out-of-state applicants, ranging between $8,000 to $60,000 for four academic years. The minimum requirements for the smallest scholarship are a combination of a 24-27 ACT/1160-1290 SAT and either a 3.25 GPA or top 10% class rank.

At Test Prep Gurus we teach students how to raise their grades and scores on the ACT, SAT, ISEE, HSPT, APs so they can reach their goals for college and beyond.

It all starts with 3 steps:

  1. Complete practice exams.

  2. Schedule a free 15-minute consultation to review your exam results.

  3. Create a 1-on-1 test prep plan to reach your goals for college and beyond.