Test optional admissions, student persistence, and equity in higher education

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.

Name thesis:degree_name

Ed.D. (Doctor of Education)

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education (UMKC)

Grantor dc:publisher

University of Missouri--Kansas City

Year dc:date.issued

2025

Author dc:creator

• Thomas, Elora L.

Advisor dc:contributor.advisor

• Riggers-Piehl, Tiffani

Language dc:language.iso

en_US

Handle dc:identifier.uri

https://hdl.handle.net/10355/110336

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/110336