Targeting the SAT
Some claim that SAT scores are among the most objective factors considered in the college admissions process. Theoretically, it has the potential to be a major leveling factor between low-income students and their high-income counterparts. Everyone takes the same test and your intelligence is the only metric being measured. However, low-income students consistently score lower on standardized tests, which impacts their eligibility for admission to selective four-year schools and further, their chance at graduating with a degree at all.
So why do lower-income students score lower on standardized tests? There are a variety of factors that disproportionately favor richer students. Wealthy students are more likely to attend well-funded high schools with opportunities for academically rigorous courses, prepare for the SAT with a private tutor or prep course, afford to take the test more than once, and even get extra time on the test through medical documentation of conditions such as ADHD or Anxiety. These advantages lead to a clear disparity in SAT scores that impacts the representation of low-income students in our universities.
Some have suggested that admissions simply add a “boost” to low-income applicants’ test scores when considering them for admission, to put them on par with higher-income applicants. Brown economics professor John Friedman suggests that with a boost of 160 points, the enrollment rate of low-income students in selective universities could increase to match the enrollment rate in non-selective and less challenging community colleges.
Here at Path to College, we recognize the significance of the SAT in preparing our students for success. We want our students to go to selective universities that challenge and support them. We offer free expert SAT prep courses to our fellows, and this summer have been able to expand to reach outside our fellowship through virtual learning. With our most recent cohort of students, the average increase in SAT scores was 250 points, higher than the 160 that was suggested to close the gap between community college and selective university admissions. Even without an artificial boost in scores during the admissions process, with the right resources, we can continue to work at leveling the standardized-test playing field. And in turn, have a meaningful impact on enrollment and graduation rates for low-income students.