Khanh Do, Web Editor–
While several top universities, including the Massachusetts Institute of Technology, Dartmouth College, Yale University and Brown University have reinstated the requirement for standardized test scores for undergraduate admissions after a four-year pause due to the COVID-19 pandemic, Denison University maintains its test-optional policy. Adopted in 2008, this approach aims to diversify the student body by attracting talent from various backgrounds.
The test-optional policy has significantly increased the applicant pool.
“Since we’ve adopted this policy, we have seen our application numbers grow to over 15,000 this year, drawing students from more than 79 countries, thereby enriching our campus diversity,” said Pieter Hansen, Senior Assistant Director of Admission.
Hansen emphasized that this policy aligns with Denison’s commitment to inclusivity and educational accessibility, especially for students from economically disadvantaged backgrounds.
Denison’s admissions strategy focuses on holistic review, considering various factors like Advanced Placement classes, essays, interviews, and extracurricular activities on an equal footing with standardized tests. The university also guarantees that it will meet 100% of its students’ financial needs, further supporting its mission to welcome a wide array of talents.
However, the university requires international applicants to submit standardized English proficiency tests, such as the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System test (IELTS). Denison Admission also assesses their academic abilities through GPA and recommendation letters.
To evaluate international students’ grade-point averages (GPAs) accurately, Denison utilizes American Association of Collegiate Registrars and Admissions Officers Electronic Database for Global Education (AACRAO EDGE) to convert transcripts into the U.S. grading scale.
Other institutions’ resurgence of standardized testing requirements has sparked a debate about the efficacy of such measures in predicting student success. The COVID-19 pandemic raised challenges for students applying to college, as many needed the opportunity to sit for the SAT and ACT. Many universities implemented test-optional policies. The University of California system permanently eliminated standardized test requirements. However, as pandemic restrictions decreased and an increased number of standardized testing sittings became available, several universities have brought back the testing requirements, believing that test scores are one of the best predictors of student academic performance, better than GPAs.
Stuart Schmill, the dean of admissions at M.I.T., one of the few schools to have reinstated its test requirement, said, “Just getting straight A’s is not enough information for us to know whether the students are going to succeed or not.”
An academic study released last summer by Opportunity Insights, researching Ivy Plus colleges (the Ivy League, Duke, M.I.T., Stanford, and the University of Chicago), showed little relationship between high school GPA and college success. However, the researchers found a strong relationship between test scores and later success.
Vuong Nguyen ‘25, an international student from Vietnam, believes standardized test results are a good thing.
“With the grade inflation issue around the world, test scores like the SAT prevent people from faking their grades in high school classes, where most high schools are unable to verify students’ performance without cheating,” Nguyen said.
According to Hansen, the testing requirement is helpful based on each university’s curriculum. Since colleges like M.I.T. have a STEM-heavy curriculum, they need better indicators like the SAT math and science reading sections to predict student success at M.I.T.
“We have consistently found that our approach allows us to select a vibrant and successful student body, not defined solely by numbers but by their potential to contribute to our academic community,” Hansen added.
In response to the grade inflation challenge, Hansen said the importance of contextual evaluations, such as counselor recommendations, which provide deeper insights into a student’s academic integrity and performance.
“Grade inflation is a complex issue, but our admissions process is designed to look beyond grades and test scores,” Hansen said. “We focus on understanding each student’s unique context and achievements, allowing us to identify those who will thrive in our academic community.”
As the debate over standardized testing and grade inflation continues, Denison’s ongoing commitment to a test-optional policy offers an alternative perspective on assessing student capabilities and building a diverse educational environment. This approach reflects a broader understanding of academic potential beyond the confines of traditional metrics.