Evaluating the Use of Statewide Summative Assessments in College Admissions: Insights from a Case Study

Journal of College Access Volume 10 Issue 4 Article 6 10-30-2025 Evaluating the Use of Statewide Summative Assessments in College Admissions: Insights from a Case Study Yen Vo University of Iowa, Stephen Dunbar University of Iowa Catherine Welch University of Iowa Jeongmin Ji University of Iowa Xiaoting Zhong University of Iowa Follow this and additional works at: https://scholarworks.wmich.edu/jca Part of the Higher Education Commons Recommended Citation Vo, Yen; Dunbar, Stephen; Welch, Catherine; Ji, Jeongmin; and Zhong, Xiaoting (2025) "Evaluating the Use of Statewide Summative Assessments in College Admissions: Insights from a Case Study," Journal of College Access: Vol. 10: Iss. 4, Article 6. Available at: https://scholarworks.wmich.edu/jca/vol10/iss4/6 This Article is brought to you for free and open access by the Western Michigan University at ScholarWorks. It has been accepted for inclusion in Journal of College Access by an authorized editor of ScholarWorks. For more information, please contact . Evaluating the Use of Statewide Summative Assessments in College Admissions: Insights from a Case Study Authored by Yen Vo (University of Iowa) Stephen Dunbar (University of Iowa) Catherine Welch (University of Iowa) Jeongmin Ji (University of Iowa) Xiao ng Zhong (University of Iowa) ABSTRACT The impact of COVID-19 pandemic and ongoing discussions around social inequality have significantly reshaped tradi onal college admission prac ces. This study explores the poten al of using statewide assessments that are accessible to all students and aligned with curriculum standards as an alterna ve to college admission tests. Hierarchical linear modeling revealed that statewide assessment scores contributed an addi onal 9% of the variance in admission scores above and beyond high school GPA and core coursework. Logis c regression and random forest analyses indicated that high school GPA and statewide assessment scores were the most contribu ng factors to admissions decisions, followed by core coursework. Moreover, using statewide assessment scores in place of tradi onal college admission tests yielded the same admission classifica on for approximately 91% of students in the sample. These findings support the use of statewide assessments as an alterna ve for college admissions, poten ally broadening access and opportunity for more students. T he pandemic had detrimental effects on student learning and raised significant challenges for admissions testing programs (Camara & Mattern, 2022). Uneven access to testing and test preparation programs disproportionately affected students from low -income and rural backgrounds, resulting in differential access to colleges and universities. In response to growing concerns about the potential adverse impact on underrepresented groups, some universities chose to eliminate standardized test scores from their admissions criteria (University of California Office of the President, 2020). These decisions were partly based on considerations that the predictive power of standardized tests varies across demographic groups, and requiring test scores could exacerbate existing inequities. Keywords: direct admissions, statewide assessment, random forest modeling Since the onset of the pandemic, approximately 80% of U.S. colleges and universities have opted for test-optional or no testing requirement admissions policies (Paris, 2024). Proponents argue that such policies help reduce barriers to college access Volume 10 | October 2025 | Issue 4 78 The Use of Statewide Assessments in College Admissions that are often racially biased (Hamill, 2022). In contrast, critics question whether the removal of standardized metrics may undermine fairness in admissions decisions and the ability of institutions to accurately assess students’ college readiness (Lucido, 2018). Reflecting these concerns, several selective institutions have reinstated standardized testing requirements in recent admissions cycles (Cascio et al., 2024; Return to Required Testing, 2024). concerns about access, equity, and predictive validity in college admissions. Amid this shifting admissions landscape, a less explored yet potentially feasible strategy involves leveraging statewide assessment scores for admission purposes. Already implemented in states like Idaho as part of direct admission initiatives (Idaho State Board of Education, 2024), the use of statewide test scores, which are readily available for all students at no additional cost and closely aligned with state academic standards, offers a promising alternative for expanding access and creating more inclusive pathways to postsecondary education. However, to date, there is a paucity of research on the use of statewide assessments in college admissions. Several empirical questions remain open, such as whether these statewide assessments demonstrate predictive validity comparable to traditional admissions tests and how their use might affect the demographic and academic profile of admitted students. This study addresses that gap by examining the potential and implications of using a state’s accountability assessment administered under the Every Student Succeeds Act (ESSA, 2015), as an alternative to a traditional college admissions test. To situate this study within the broader research, the following section reviews existing literature on college admissions policies, including the historical context and motivations that have led institutions to reevaluate the role of standardized testing, as well as the emerging use of statewide assessments in the admissions process. In parallel, an increasing number of states, including Arizona, Connecticut, Idaho, Iowa, Illinois, Minnesota, South Dakota, Texas, and Utah, have implemented direct admission policies that reverse the traditional college application process (Delaney & Odle, 2022; Idaho State Board of Education, 2024; Ketterer, 2024; Wood, 2025). Under this approach, institutions proactively identify students from a pool of candidates who meet predetermined criteria and offer guaranteed admissions, typically early in students’ senior year of high school, based on indicators such as high school grade-point average (HSGPA), class rank, standardized test scores, and/or completed coursework. Advocates of this approach argue that direct admission holds the potential to improve access and equity for underserved student populations by eliminating financial, informational, and procedural barriers associated with the traditional college application process (Delaney & Odle, 2020; Odle, 2023). Together, test-optional, the reinstatement of standardized testing, and direct admission represent varied institutional responses to Volume 10 | October 2025 | Issue 4 79 The Use of Statewide Assessments in College Admissions Literature Review aims to create a more holistic admissions process by reducing the emphasis on standardized test scores and promoting diversity and inclusivi (...truncated)