Department
Economics
Major
Non-Degree Seeking
Research Advisor
Jeong, Jikhan
Advisor's Department
Economics
Abstract
This study investigates the causal impact of test-optional policies on statewide average ACT scores. A panel dataset comprised of participation rates and average composite ACT scores over an eight-year period for nine states that began the period with 100 percent participation was collected using annual reports released by the ACT corporation and available on the National Center for Education Statistics (NCES) website. A generalized difference-in-differences design with staggered treatment periods was implemented, with states using a test-mandatory regime spanning the eight-year period constituting the control group and states that began the period as test-mandatory and switched to test-optional at some point constituting the treatment group. Test-optional policy was found to increase scores by about 1.7 points on average compared to test-mandatory policy. These results can inform educational policymakers who want to understand the impact of test-optional policy on aggregate college admissions test statistics.
Biography
Steven is a non-degree-seeking undergraduate student at S& T who is independently studying educational policy and its effect on student performance
Research Category
Social Sciences
Presentation Type
Oral Presentation
Document Type
Presentation
Award
Social Sciences Oral Session - First Place
Location
Havener Center - Turner Room
Presentation Date
10 April 2024, 1:00 pm - 4:00 pm
Test-Optional Policy’s Impact on Statewide ACT Scores
Havener Center - Turner Room
This study investigates the causal impact of test-optional policies on statewide average ACT scores. A panel dataset comprised of participation rates and average composite ACT scores over an eight-year period for nine states that began the period with 100 percent participation was collected using annual reports released by the ACT corporation and available on the National Center for Education Statistics (NCES) website. A generalized difference-in-differences design with staggered treatment periods was implemented, with states using a test-mandatory regime spanning the eight-year period constituting the control group and states that began the period as test-mandatory and switched to test-optional at some point constituting the treatment group. Test-optional policy was found to increase scores by about 1.7 points on average compared to test-mandatory policy. These results can inform educational policymakers who want to understand the impact of test-optional policy on aggregate college admissions test statistics.
