Beginning in the late 1950s, Massachusetts Secretary Horace Mann created standardized testing to assess students’ knowledge inside of the classroom in order to measure educational attainment in American schools. These tests then became more formalized over the years as various content-centered tests such as math, English, reading, and science tests evaluated students’ comprehension in preparation for future college decisions and classes throughout different school systems.

Today, we use Horace Mann’s method of testing in the form of the ACT and SAT, owned by College Board. This American non-profit organization’s mission statement explains that the ACT/SAT is an entrance exam used by most colleges to “make admissions decisions and to measure a high school student’s readiness for college, providing colleges with one common data point that can be used to compare all applicants.”

This has created an ongoing debate on whether standardized testing is an effective tool to measure student academic readiness and future aptitude in general.

The debate on whether standardized testing is effective has been around for years, but after the Coronavirus pandemic started, a new dispute on the effectiveness of standardized testing took place. Starting in the beginning of 2020, COVID-19 shut down communities by strongly encouraging individuals to follow the stay-at-home order. This then closed down several businesses, schools, and was a major turn for college admissions. It was an adjustment for everyone to continue life at home, but the challenge colleges wrangled with was how standardized testing was going to continue when students were stuck at home, unable to take these tests in their standard in person, paper format.

Consequently, over 75% of four-year colleges and universities began the “test-optional” method, allowing students to have the choice to send in their scores from the ACT/SAT.

For example, the University of Wisconsin- Madison application site describes how the “ACT and SAT scores have always been only one factor in [their] overall holistic review” as they work through a student’s application. What was once deemed a requirement is now more of an option.

Individuals who receive a high ACT/SAT score may believe it will help them in the competition of college admissions. Abigail Moertl, senior at Homestead High school attending UW-Madison in the fall, a university with a 57.2% acceptance rate, explains that she submitted her ACT score because she was happy with it. Moertl believes that her test score was a qualifying reason for her acceptance because it was in UW-Madison’s test range.
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In order to prepare for the ACT, Moertl was “tutored in the summer for two hours twice a week, for a total of 40 hours” which allowed her to get a composite score of 30 on the ACT. Although Moertl was content, she expresses how “standardized tests are not a fully accurate representation of student performance; however, to a degree, they do work.” After all, it helped her get into her “dream school.”

Knowing this, she adds that “GPA and extracurriculars should play a bigger role than the test score itself to really show an individual’s interest and personality.”

For Ivy League schools, the standards for college admissions are even more extreme; therefore, some college applicants feel the intense necessity to submit their standardized testing score(s). Jacob Schmidman, a senior at Homestead High School, who is attending Brown University in the fall with a 7.7% acceptance rate explains how he prepared for the ACT and whether it was beneficial to him.

Schmidman describes that he did not use any tutors or practice or tests to help him prepare.

Schmidman stated, “I considered taking the test each year as my way of studying. I took the ACT four times total from seventh grade up until junior year,” Schmidman said.

Scoring a perfect score of 36 on the ACT, Schmidman describes that his score “was a major factor” in his acceptance and adds that “not submitting a perfect score would’ve been a major missed opportunity, especially considering how heavily test scores impact the admissions process.”

As the ACT measures a certain level of proficiency on various tests, it can be a big draw for colleges. For Schmidman, he thinks that “the only thing standardized tests accurately measure is a student’s ability to take tests as they accurately show a student’s knowledge or lack thereof in any of the areas they assess,” Schmidman said.

These content-filled tests may bring stress to the student as they feel it defines them while applying to college.

Kris Besler, Homestead High School’s counseling Department Chair and state representative advisor for ACT, explains that “the tests don’t define who you are, your college acceptance, and/or any college success. What it does measure is skill for your future. The ACT does not expect you to know all of the answers.”

After being on the ACT board for over seven years, Besler describes how students feel when preparing for the ACT/SAT. When applying, “kids think that if they dont get a perfect score that they are not successful, but it’s not about that and what the ACT is showing; it’s to prepare for college” Besler says. She adds that the ACT is “a good tool when used appropriately, and colleges know when to use it when evaluating students’ applications.” The ACT, for example, is a content based test which “makes sure that it is asking and aligning with what college will be teaching you”, Besler said, as dozens of research shows it as well.

Whether standardized testing helps students with a better chance of getting admitted to specific colleges and universities, the debate continues as if standardized testing should be permanently abolished or continued. The impact of preparation for these tests and the impact of submitting the scores can be stressful for students, based on the testimonials below from current Homestead High School seniors:

– “I was so nervous going into the exam.”
– “I put so much pressure on myself.”
– “I was extremely nervous to take the ACT. My future depended on it.”
– “Standardized testing isn’t fair to students.”

When analyzing the debate on whether standardized testing is effective or not, the fact is colleges and universities everywhere depend on these scores when reviewing each individual student. Whether or not that will continue for the next generation of college applicants is another matter.