Universities that abandon temporary pandemic test-optional policies and return to requiring standardized test scores for admissions will create measurably enhanced opportunities for potentially high-achieving students from low-income backgrounds.
Responses
Responses weighted by each expert's confidence
Participant | University | Vote | Confidence | Bio/Vote History |
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Daron Acemoglu |
MIT | Bio/Vote History | ||
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Mark Aguiar |
Princeton | Bio/Vote History | ||
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Joseph Altonji |
Yale | Bio/Vote History | ||
Test scores contain valuable information about achievement and potential, especially for students from less advantaged backgrounds.
-see background information here |
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Alan Auerbach |
Berkeley | Bio/Vote History | ||
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David Autor |
MIT | Bio/Vote History | ||
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Abhijit Banerjee |
MIT | Bio/Vote History | ||
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Dirk Bergemann |
Yale | Bio/Vote History | ||
In absence of some common measure and effort, applicants will spend time and effort on other, more subjective criteria that have less immediate statistical power,
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Marianne Bertrand |
Chicago | Bio/Vote History | ||
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Markus Brunnermeier |
Princeton | Bio/Vote History | ||
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Judith Chevalier |
Yale | Bio/Vote History | ||
The research on this point seems pretty persuasive.
-see background information here |
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David Cutler |
Harvard | Bio/Vote History | ||
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Darrell Duffie |
Stanford | Bio/Vote History | ||
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Aaron Edlin |
Berkeley | Bio/Vote History | ||
Standardized scores are valuable information. Schools can adjust them as appropriate for expected expenditures on tutoring.
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Barry Eichengreen |
Berkeley | Bio/Vote History | ||
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Liran Einav |
Stanford | Bio/Vote History | ||
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Ray Fair |
Yale | Bio/Vote History | ||
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Edward Glaeser |
Harvard | Bio/Vote History | ||
Test scores make it possible to identify qualified people who don't come from elite feeder schools.
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Pinelopi Goldberg |
Yale | Bio/Vote History | ||
Michael Greenstone |
University of Chicago | Bio/Vote History | ||
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Oliver Hart |
Harvard | Bio/Vote History | ||
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Bengt Holmström |
MIT | Bio/Vote History | ||
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Caroline Hoxby |
Stanford | Bio/Vote History | ||
The SAT and ACT are imperfect tests. However, their introduction led to an enormous increase in meritocracy (i.e. opportunity for able students from modest backgrounds). Without the tests, students w affluent, educated parents have all the advantages in advmissions.
-see background information here |
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Hilary Hoynes |
Berkeley | Bio/Vote History | ||
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Erik Hurst |
Chicago Booth | Bio/Vote History | ||
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Kenneth Judd |
Stanford | Bio/Vote History | ||
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Steven Kaplan |
Chicago Booth | Bio/Vote History | ||
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Anil Kashyap |
Chicago Booth | Bio/Vote History | ||
see the dartmouth research
-see background information here |
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Pete Klenow |
Stanford | Bio/Vote History | ||
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Jonathan Levin |
Stanford | Did Not Answer | Bio/Vote History | |
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Eric Maskin |
Harvard | Bio/Vote History | ||
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William Nordhaus |
Yale | Bio/Vote History | ||
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Maurice Obstfeld |
Berkeley | Bio/Vote History | ||
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Parag Pathak |
MIT | Bio/Vote History | ||
I am not certain how this interacts with the Office of Civil Rights' oversight requirements. It's possible that the OCR can audit SAT submissions, and this might tie the hands of admissions committees.
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Larry Samuelson |
Yale | Bio/Vote History | ||
There is plenty of room to improve testing, but test scores are a key avenue for otherwise overlooked students to catch that attention of universities.
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José Scheinkman |
Columbia University | Bio/Vote History | ||
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Richard Schmalensee |
MIT | Bio/Vote History | ||
That was the initial motivation for developing standardized tests.
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Fiona Scott Morton |
Yale | Did Not Answer | Bio/Vote History | |
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Carl Shapiro |
Berkeley | Bio/Vote History | ||
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Robert Shimer |
University of Chicago | Bio/Vote History | ||
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Stefanie Stantcheva |
Harvard | Bio/Vote History | ||
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James Stock |
Harvard | Did Not Answer | Bio/Vote History | |
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Nancy Stokey |
University of Chicago | Bio/Vote History | ||
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Chad Syverson |
Chicago Booth | Bio/Vote History | ||
In absence of standardized scores, schools could switch and were switching to even more (income-correlated) manipulable criteria. I'm a little surprised anyone who ever went to school in a mixed income environment expected any other outcome.
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Richard Thaler |
Chicago Booth | Bio/Vote History | ||
SAT is a strong predictor. Why ignore that but look at extra-curricular stuff like crew or tennis? Worst system is forbidding test score disclosure. Univ of CA: rethink!
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Christopher Udry |
Northwestern | Bio/Vote History | ||
Probably should say "could" because the tests provide an opportunity to to improve, but won't necessarily cause an improvement.
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Ivan Werning |
MIT | Bio/Vote History | ||
Standardized tests aren't perfect but still provide valuable information for finding students with high potential from less favorable socio-economic background.
-see background information here |