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Exploring Test-Optional Admissions Policies: Patterns in Applications, Enrollment, and Diversity during the COVID-19. EdWorkingPaper No. 25-1285

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Title: Exploring Test-Optional Admissions Policies: Patterns in Applications, Enrollment, and Diversity during the COVID-19. EdWorkingPaper No. 25-1285
Language: English
Authors: Anna Kye, Meng-jia Wu, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 31
Publication Date: 2025
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: COVID-19, Pandemics, College Admission, Educational Policy, Private Colleges, Scores, Admission Criteria, Student Characteristics, Academic Achievement, Context Effect, Educational Change, College Enrollment, College Choice, Decision Making, Race, Sex, Grade Point Average, Family Income, Scholarships, Grants, Geographic Location, High School Seniors, College Entrance Examinations, College Applicants
Assessment and Survey Identifiers: SAT (College Admission Test), ACT Assessment
Abstract: The COVID-19 pandemic disrupted many aspects of higher education, including college admissions processes. Since 2020, numerous universities and colleges have adopted test-optional policies, allowing applicants to decide whether to submit standardized test scores. Although such policies have been in place at some institutions since 1998, research on their associations with student diversity and enrollment patterns has produced mixed findings. The widespread adoption of test-optional policies during the pandemic presents an opportunity to further examine their role in admissions. This study draws on admission data from a four-year, nonprofit, private university in the Midwest and uses logistic regression to explore patterns linked to the test-optional policy. Comparisons with pre-pandemic data suggest that the policy coincided with a broader applicant pool and increased applications from students from lower socioeconomic backgrounds. However, the diversity of the enrolled student body remained relatively unchanged. Across the dataset, admitted students with higher high school GPAs were more likely to enroll. Among these, Black students who submitted test scores demonstrated higher enrollment likelihood than their peers.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678250
Database: ERIC
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  Data: The COVID-19 pandemic disrupted many aspects of higher education, including college admissions processes. Since 2020, numerous universities and colleges have adopted test-optional policies, allowing applicants to decide whether to submit standardized test scores. Although such policies have been in place at some institutions since 1998, research on their associations with student diversity and enrollment patterns has produced mixed findings. The widespread adoption of test-optional policies during the pandemic presents an opportunity to further examine their role in admissions. This study draws on admission data from a four-year, nonprofit, private university in the Midwest and uses logistic regression to explore patterns linked to the test-optional policy. Comparisons with pre-pandemic data suggest that the policy coincided with a broader applicant pool and increased applications from students from lower socioeconomic backgrounds. However, the diversity of the enrolled student body remained relatively unchanged. Across the dataset, admitted students with higher high school GPAs were more likely to enroll. Among these, Black students who submitted test scores demonstrated higher enrollment likelihood than their peers.
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