{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/110336"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/110336","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Test optional admissions, student persistence, and equity in higher education","abstract":"The rapid expansion of test-optional admissions in U.S. higher education has prompted substantial reconsideration of equity, merit, and access (Hiss & Franks, 2014; Zwick, 2019). However, limited evidence exists regarding whether the removal of standardized testing requirements affects student persistence, particularly among historically underserved populations (Engle & Tinto, 2008; Goldrick-Rab, 2016). Guided by Astin’s Input–Environment–Outcome Model (1993) and Tinto’s Student Integration Model (2012), this dissertation examines test-optional admissions through a systematic literature review of national research and an institutional quantitative analysis. The systematic literature review synthesized 80 studies (2013–2023) and found that test-optional adoption modestly expanded student demographic diversity, while persistence outcomes remained comparable for submitters and non-submitters (Belasco et al., 2015; Syverson et al., 2018). Equity-centered environments that paired test-optional policies with advising, mentoring, and financial supports yielded the strongest post-matriculation results for all students? For non-submitters? (specify) (Rosinger & Ford, 2021; Kim & Gasman, 2021). The quantitative study analyzed data from approximately 5,000 first-time, full-time undergraduates admitted between 2018 and 2023 at a large Midwestern public research university. Logistic regression revealed no significant differences in first-year persistence between submitters and non-submitters, aligning with evidence that high-school GPA predicts success more effectively than standardized scores (Allensworth & Clark, 2020; Geiser, 2022). Socioeconomic indicators, not test-optional status, were the strongest predictors of attrition, particularly Pell eligibility and first-generation status. Cross-chapter synthesis demonstrates three core findings: persistence parity between admission pathways; continued socioeconomic inequities; and the dependence of equitable outcomes on institutional supports. Collectively, these findings indicate that test-optional admissions can broaden access without compromising academic quality, but their equity potential requires intentional, well-resourced student success environments.","abstract_html":"The rapid expansion of test-optional admissions in U.S. higher education has prompted substantial reconsideration of equity, merit, and access (Hiss & Franks, 2014; Zwick, 2019). However, limited evidence exists regarding whether the removal of standardized testing requirements affects student persistence, particularly among historically underserved populations (Engle & Tinto, 2008; Goldrick-Rab, 2016). Guided by Astin’s Input–Environment–Outcome Model (1993) and Tinto’s Student Integration Model (2012), this dissertation examines test-optional admissions through a systematic literature review of national research and an institutional quantitative analysis. The systematic literature review synthesized 80 studies (2013–2023) and found that test-optional adoption modestly expanded student demographic diversity, while persistence outcomes remained comparable for submitters and non-submitters (Belasco et al., 2015; Syverson et al., 2018). Equity-centered environments that paired test-optional policies with advising, mentoring, and financial supports yielded the strongest post-matriculation results for all students? For non-submitters? (specify) (Rosinger & Ford, 2021; Kim & Gasman, 2021). The quantitative study analyzed data from approximately 5,000 first-time, full-time undergraduates admitted between 2018 and 2023 at a large Midwestern public research university. Logistic regression revealed no significant differences in first-year persistence between submitters and non-submitters, aligning with evidence that high-school GPA predicts success more effectively than standardized scores (Allensworth & Clark, 2020; Geiser, 2022). Socioeconomic indicators, not test-optional status, were the strongest predictors of attrition, particularly Pell eligibility and first-generation status. Cross-chapter synthesis demonstrates three core findings: persistence parity between admission pathways; continued socioeconomic inequities; and the dependence of equitable outcomes on institutional supports. Collectively, these findings indicate that test-optional admissions can broaden access without compromising academic quality, but their equity potential requires intentional, well-resourced student success environments.","abstract_has_math":false,"creators":["Thomas, Elora L."],"institution":"University of Missouri--Kansas City","degree_name":"Ed.D. (Doctor of Education)","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Riggers-Piehl, Tiffani"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T05:16:57Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/110336","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Riggers-Piehl, Tiffani"]},{"key":"dc:creator","label":"Author","values":["Thomas, Elora L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-26T20:03:01Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-26T20:03:01Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Kansas City"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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University of Missouri--Kansas City, 2025"]},{"key":"dc:description.abstract","label":"Abstract","values":["The rapid expansion of test-optional admissions in U.S. higher education has prompted substantial reconsideration of equity, merit, and access (Hiss & Franks, 2014; Zwick, 2019). However, limited evidence exists regarding whether the removal of standardized testing requirements affects student persistence, particularly among historically underserved populations (Engle & Tinto, 2008; Goldrick-Rab, 2016). Guided by Astin’s Input–Environment–Outcome Model (1993) and Tinto’s Student Integration Model (2012), this dissertation examines test-optional admissions through a systematic literature review of national research and an institutional quantitative analysis. The systematic literature review synthesized 80 studies (2013–2023) and found that test-optional adoption modestly expanded student demographic diversity, while persistence outcomes remained comparable for submitters and non-submitters (Belasco et al., 2015; Syverson et al., 2018). Equity-centered environments that paired test-optional policies with advising, mentoring, and financial supports yielded the strongest post-matriculation results for all students? For non-submitters? (specify) (Rosinger & Ford, 2021; Kim & Gasman, 2021). The quantitative study analyzed data from approximately 5,000 first-time, full-time undergraduates admitted between 2018 and 2023 at a large Midwestern public research university. Logistic regression revealed no significant differences in first-year persistence between submitters and non-submitters, aligning with evidence that high-school GPA predicts success more effectively than standardized scores (Allensworth & Clark, 2020; Geiser, 2022). Socioeconomic indicators, not test-optional status, were the strongest predictors of attrition, particularly Pell eligibility and first-generation status. Cross-chapter synthesis demonstrates three core findings: persistence parity between admission pathways; continued socioeconomic inequities; and the dependence of equitable outcomes on institutional supports. Collectively, these findings indicate that test-optional admissions can broaden access without compromising academic quality, but their equity potential requires intentional, well-resourced student success environments."]},{"key":"dc:title","label":"Title","values":["Test optional admissions, student persistence, and equity in higher education"]}]}],"canonical_facts":{"dc:contributor.advisor":["Riggers-Piehl, Tiffani"],"dc:creator":["Thomas, Elora L."],"dc:date.accessioned":["2026-01-26T20:03:01Z"],"dc:date.available":["2026-01-26T20:03:01Z"],"dc:date.issued":["2025"],"dc:description":["Title from PDF of title page viewed May 21, 2026","Dissertation advisor: Tiffani Riggers-Piehl","Vita","Includes bibliographical references (pages 132-134)","Dissertation (Ed.D.)--School of Education. 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The systematic literature review synthesized 80 studies (2013–2023) and found that test-optional adoption modestly expanded student demographic diversity, while persistence outcomes remained comparable for submitters and non-submitters (Belasco et al., 2015; Syverson et al., 2018). Equity-centered environments that paired test-optional policies with advising, mentoring, and financial supports yielded the strongest post-matriculation results for all students? For non-submitters? (specify) (Rosinger & Ford, 2021; Kim & Gasman, 2021). The quantitative study analyzed data from approximately 5,000 first-time, full-time undergraduates admitted between 2018 and 2023 at a large Midwestern public research university. Logistic regression revealed no significant differences in first-year persistence between submitters and non-submitters, aligning with evidence that high-school GPA predicts success more effectively than standardized scores (Allensworth & Clark, 2020; Geiser, 2022). Socioeconomic indicators, not test-optional status, were the strongest predictors of attrition, particularly Pell eligibility and first-generation status. Cross-chapter synthesis demonstrates three core findings: persistence parity between admission pathways; continued socioeconomic inequities; and the dependence of equitable outcomes on institutional supports. Collectively, these findings indicate that test-optional admissions can broaden access without compromising academic quality, but their equity potential requires intentional, well-resourced student success environments."],"dc:identifier.uri":["https://hdl.handle.net/10355/110336"],"dc:language.iso":["en_US"],"dc:publisher":["University of Missouri--Kansas City"],"dc:title":["Test optional admissions, student persistence, and equity in higher education"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D. 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