College Entrance Exams

College Entrance Exams in the Post-Pandemic Admissions Era

Measurement, Equity, and Strategy for Students & Families (2026)

College entrance exams—especially the SAT and ACT—have shifted from being near-universal admissions requirements to one component in a diversified, policy-fragmented landscape that includes test-optional, test-flexible, and test-free/test-blind models. At the same time, the exams themselves have changed: the SAT is now fully digital and adaptive in its standard form, and the ACT has introduced major “enhancements” that shorten testing time and make the science section optional in key formats. Using recent national datasets (SAT Total Group outcomes for the graduating class of 2025; ACT National Profile for the graduating class of 2024; Common App multi-year reporting; and large-scale research on score submission and predictive validity), this paper synthesizes what the data imply for (1) academic readiness measurement, (2) equity and access, (3) institutional decision-making, and (4) practical student strategy. The evidence supports two simultaneous conclusions: standardized test scores add meaningful predictive information beyond high school GPA for first-year outcomes, yet score access, preparation resources, and disclosure behavior are unequally distributed—making policy design and advising context-sensitive rather than one-size-fits-all.

Keywords: SAT, ACT, test-optional, predictive validity, benchmarking, equity, admissions strategy, digital testing

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1. Introduction: Why entrance exams still matter (even when “optional”)

The “test-optional era” did not eliminate testing; it redistributed when and how test scores matter. Three trends define the current environment:

1. Policy divergence across institutions. Many colleges remain test-optional or test-free, yet a visible subset—especially selective institutions—has begun reinstating requirements or adopting test-flexible models (e.g., allowing AP/IB scores in lieu of SAT/ACT). Princeton, for example, has announced a return to required SAT/ACT submission starting with the 2027–28 admission cycle (for students enrolling in fall 2028).

2. Exam redesign and digital delivery. The SAT’s digital structure (2 hours 14 minutes) is now the norm, while the ACT is explicitly moving toward a more flexible and less time-consuming model “in 2025 and beyond,” including a shorter test and greater online availability.

3. Behavioral shift: score reporting is rising again. Common App reporting shows that growth in applicants reporting test scores outpaced non-reporters in 2024–25 for the first time since 2021–22, even though only ~5% of Common App member institutions required scores that season.

These changes mean families need two lenses at once: an institutional lens (how colleges use scores under different policies) and a student lens (when testing helps, when it’s unnecessary, and how to minimize cost and stress).

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2. Data and methods

This synthesis draws on four evidence streams:

• National outcomes reports: College Board SAT Suite Annual Report (Total Group) for the graduating class of 2025 (participation, mean scores, benchmark attainment, subgroup patterns).

• ACT national profile: ACT Profile Report (National) for graduating class 2024 (participation, average composite, benchmark attainment, subgroup patterns).

• Application-system reporting: Common App end-of-season trends for 2024–25 (test-score reporting behavior; prevalence of requirements among member colleges).

• Research evidence on predictive validity and disclosure: College Board validity research and ARC (Admitted Class) research on disclosure and college outcomes; and peer-reviewed / working-paper evidence on test-optional impacts for disadvantaged high achievers.

Limitations: “Total Group” testing data reflect who tests (and under what state/school-day conditions), and are not direct measures of all U.S. students. Likewise, application-system data reflect Common App membership rather than all applicants nationwide.

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3. The modern entrance-exam ecosystem

While “college entrance exams” is often shorthand for SAT/ACT, the ecosystem now includes:

• Primary admissions tests: SAT, ACT

• Test-flexible substitutes (at some colleges): AP/IB exam scores (policy-dependent)

• Placement / readiness diagnostics: ACCUPLACER and institution-specific placement (not admissions, but can affect course placement and time-to-degree)

• English proficiency tests (international applicants): TOEFL/IELTS/Duolingo English Test (admissions requirement at many institutions, distinct from SAT/ACT)

For most U.S. applicants, SAT/ACT remain the dominant standardized measures used for admissions, scholarships, course placement, and sometimes state accountability or school-day testing programs.

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4. Participation, performance, and benchmark attainment: what the national data show

4.1 SAT (Graduating Class of 2025): scale, averages, and benchmarks

In the graduating class of 2025, the SAT “Total Group” report indicates:

• Total SAT test takers: 2,004,965

• Mean total score: 1029 (ERW 521; Math 508)

• Met both college-readiness benchmarks: 39%

• Met ERW benchmark: 64%; Met Math benchmark: 41%

• Met neither benchmark: 34%

Subgroup patterns underscore why scores remain controversial and why some colleges argue they add context:

• Mean totals vary notably by race/ethnicity (e.g., Asian 1229; White 1077; Hispanic/Latino 928; Black/African American 904 in this dataset).

• Mean totals show a steep gradient by parental education (e.g., “No high school diploma” 874 vs. “Graduate degree” 1177).

These gaps do not automatically prove test bias (or its absence), but they do show that test scores are entangled with unequal opportunity structures—school resources, access to advanced coursework, neighborhood conditions, and preparation bandwidth.

4.2 ACT (Graduating Class of 2024): trends and readiness signals

For the ACT graduating class of 2024:

• Total tested: 1,374,791

• Average composite: 19.4

ACT’s own readiness framework defines benchmark scores as indicating roughly a 50% chance of earning a B or higher or a ~75% chance of earning a C or higher in corresponding credit-bearing first-year courses (e.g., English benchmark 18; Math 22).

Benchmark attainment in the national profile suggests ongoing readiness challenges:

• Percent meeting benchmarks (Class of 2024): English 51%, Math 29%, Reading 40%, Science 30%

• Met all four benchmarks: 20%

Interpretation: benchmark rates are not just “test performance” signals; they correlate with K–12 course-taking patterns and academic preparation. In the ACT report, students with more rigorous “core or more” coursework show higher readiness percentages and average scores.

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5. Test-optional, test-free, test-flexible, test-required: the policy map and its consequences

5.1 How common is test-optional now?

FairTest’s tally for fall 2026 indicates over 2,000 bachelor-degree granting institutions are ACT/SAT-optional or test-free/test-blind, and that more than 90% of “ranked” four-year colleges (per their framing) do not require scores.

But prevalence does not equal irrelevance. Test-optional policies vary widely:

• Some are truly optional (scores considered if submitted; no penalty if not).

• Some are test-preferred / recommended (strong signaling that scores help).

• Some are test-flexible (alternative exams accepted).

• Some are test-blind (scores not considered even if submitted).

5.2 Score reporting behavior is changing again

Common App’s end-of-season 2024–25 report finds:

• Applicants reporting test scores increased 12%, while non-reporters decreased less than 1%.

• Only ~5% of Common App member colleges required scores that season (up from ~4% the year prior).

This pattern suggests that applicant strategy is shifting: more students appear to believe that submitting scores improves odds, even under optional regimes.

5.3 What research says about disclosure and outcomes

College Board’s ARC research (fall 2021–fall 2024) shows test score disclosure rates declining from 52% to 48% of applications, and reports that (for both disclosers and non-disclosers) test scores are strong predictors of first-year outcomes like grades, credits earned, and retention.

Meanwhile, an NBER working paper (Sacerdote, Staiger, & Tine, 2025) reports that test-optional policies can harm high-achieving disadvantaged applicants when they withhold strong scores—because “optional” changes the signaling game: the same score can carry more informational value for students whose school context provides fewer other “credible” signals.

Taken together, the research points to a practical conclusion: the decision to submit scores is not neutral—it is strategic and context-dependent.

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6. Predictive validity: what exams add beyond GPA

A central technical question is incremental validity: do SAT/ACT scores predict college outcomes after accounting for high school GPA?

• College Board’s SAT validity research reports that SAT scores remain predictive of cumulative GPA through college years and provide useful information above HSGPA across subgroups.

• ACT research similarly emphasizes that models including ACT score plus HSGPA predict college success better than HSGPA alone.

Why this can be true even when GPA is strong:

• Grade comparability problem: GPA is not measured on a single national scale; course rigor and grading standards vary widely.

• Restriction of range at selective colleges: When nearly everyone has high GPAs, standardized scores can add differentiation.

• Measurement tradeoffs: Tests are noisy snapshots, but they are standardized; grades are richer but less standardized.

A nuanced takeaway for families: tests are imperfect, but they can be useful evidence, especially when GPA context is hard to interpret across schools.

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7. Equity, access, and the “digital turn”

7.1 Digital SAT: shorter and adaptive

The SAT’s core structure is now: Reading & Writing (64 minutes) + Math (70 minutes), 2 hours 14 minutes total (excluding breaks).

Digital delivery can reduce some barriers (more scheduling flexibility, faster results) while raising others (device familiarity, stable testing environments, accommodations logistics). Equity is not determined by “paper vs. digital” alone; it depends on whether schools and communities can provide:

• reliable devices and practice access,

• quiet proctoring spaces,

• disability accommodations that work well in digital format.

7.2 ACT “enhancements”: optional science and shorter testing

ACT’s official materials describe a move toward greater flexibility and less time-consuming testing “in 2025 and beyond.”
For K–12 contexts, ACT indicates that as of April 2025, students taking the online national ACT can choose whether to take Science; the test is shorter, and the Composite reflects English, Math, and Reading (with Science reported separately if taken).
ACT also states that beginning September 2025, these changes apply to national paper-pencil testing, with school/day implementations following.

Equity implication: optional sections can reduce burden, but may also create new signaling complexities (e.g., STEM applicants wondering whether skipping science looks “wrong” at certain colleges).

7.3 The counseling challenge: who benefits from submitting scores?

The emerging evidence suggests two equity risks that families should understand:

1. Under-submission of strong scores by students who underestimate their competitiveness (a signaling disadvantage).

2. Resource-driven score gaps that reflect unequal preparation opportunities (which can reintroduce inequality if requirements return broadly).

Policy responses that mitigate both risks include robust fee waivers, free preparation resources, school-day testing access, and advising that explicitly teaches the “submit vs. withhold” decision.

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8. Practical, data-informed strategy for students and families

8.1 A simple rule: test at least once unless you’re sure you won’t need it

Even with test-optional policies, taking an exam once can preserve options for:

• colleges that require or recommend scores,

• merit scholarships with score cutoffs,

• honors programs, STEM tracks, or accelerated pathways.

Common App data show score reporting is rising again, suggesting that many students and counselors believe scores confer advantage in at least some settings.

8.2 SAT vs. ACT: choose based on fit, not folklore

Because both tests are widely accepted, selection should be driven by:

• time-per-question comfort (SAT emphasizes fewer questions with more time; ACT historically faster-paced though now evolving),

• strength profile (math-heavy vs. reading-speed strengths),

• format availability (digital vs. paper options in your area),

• college expectations for STEM (whether science signaling matters for your target list).

ACT’s newer flexibility (optional science in some modes) changes the comparison in ways that can help students who are strong in core domains but less confident in science—while STEM-focused students may still opt in to science for signaling.

8.3 When to submit scores under test-optional

A research-consistent decision framework:

Submit scores when:

• your score is at or above the middle 50% (or clearly competitive) for your target school,

• your school context is under-resourced and scores can provide additional evidence of readiness,

• you’re seeking merit aid where scores matter.

Consider withholding when:

• your scores are substantially below a college’s typical range and your application has stronger alternative academic signals (rigorous transcript, strong grades, strong recs),

• the school is test-blind (submitting won’t help).

Crucially, evidence suggests disadvantaged high achievers may lose admissions probability when they withhold strong scores—so families should treat “optional” as a strategic choice, not as a default to skip.

8.4 Timeline (typical U.S. planning)

• Spring of 10th / Fall of 11th: baseline practice + first official test (especially if you want to retake)

• Spring of 11th: second attempt (often strongest timing before senior-year workload)

• Fall of 12th: final retake only if it meaningfully improves outcomes for your list

8.5 Interpret benchmarks as “readiness signals,” not self-worth

National benchmark data show that large shares of test takers do not meet readiness thresholds (e.g., ACT “met all four” at 20% for class of 2024; SAT “met both” at 39% for class of 2025). This is better interpreted as a system-level readiness and opportunity signal than a personal verdict.

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9. Policy implications: what schools and states can do better

A high-functioning entrance-exam ecosystem should pursue both validity and equity:

1. Transparent score-use policies (clear guidance on submit/withhold; clarity on test-preferred vs. test-optional).

2. Contextual evaluation that explicitly integrates school opportunity indicators alongside scores and GPA.

3. Free, high-quality preparation access (especially for school-day testers).

4. Ongoing validity audits (monitor predictive validity across groups and over time).

5. Merit aid redesign to avoid purely score-based cutoffs that amplify preparation inequities.

Selective colleges reinstating requirements often justify the decision as a way to better identify readiness and to surface talent from less-advantaged contexts—yet that outcome depends heavily on whether those students can access preparation and advising.

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10. Conclusion

College entrance exams are neither obsolete relics nor perfect arbiters of merit. The best current evidence supports a dual reality:

• Measurement value: SAT/ACT scores add predictive information beyond GPA for early college outcomes and can be especially informative when grading contexts vary.

• Equity complexity: participation, preparation, and disclosure are shaped by opportunity gaps; “optional” policies can unintentionally disadvantage students who would benefit most from submitting strong scores if they withhold them.

For families, the most data-consistent posture is pragmatic: take an exam at least once, decide submission strategically, and treat the test as one piece of evidence—not the story.

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References (selected, APA-style)

ACT. (2024). Profile Report—National: Graduating Class 2024.
ACT. (2025). ACT Changes & Enhancements / Changes to the ACT.
College Board. (2025). 2025 Total Group SAT Suite of Assessments Annual Report.
College Board. (2024). How the SAT is structured / How long does the SAT take?
College Board. (n.d.). SAT validity research.
College Board. (2025). ARC Research (June 2025): Test score disclosure and outcomes.
Common Application. (2025). End-of-season report, 2024–2025: First-year application trends.
FairTest. (2025). Fall 2026 test-optional tally / press release.
Princeton University Office of Admission. (2025). Standardized Testing Policy (2027–28 cycle).
Sacerdote, B., Staiger, D. O., & Tine, M. (2025). How test optional policies in college admissions disproportionately harm high achieving applicants from disadvantaged backgrounds (NBER Working Paper No. 33389).
Reuters. (2024). Yale University reinstates standardized test requirement (test-flexible options).

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College Entrance Exams Guide — Class of 2026 Edition 🚀

Hey, sophomores rocking the Class of 2026⁠—here’s your officially revamped, playful, super up-to-date guide to slaying the SAT and ACT game. Let’s go!

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Quick Updates You Actually Need (2026-Ready)

• SAT: Still fully digital, still adaptive, still around 2h 14m total—no changes yet for 2026.

• ACT (Enhanced): The digital version—shorter, optional science, same scale—LAUNCHED in 2025 for digital testers, expanded to paper format in late 2025, and arrives for school-day tests in Spring 2026.

• Test Policies at Top Colleges:

  • Stanford now requires SAT/ACT starting Fall 2026.

  • Cornell is reinstating testing for Fall 2026 applicants.

  • Georgia systems (like GA State, Kennesaw State) will require standardized tests beginning Fall 2026.

  • Meanwhile, 2,000+ colleges remain test-optional/test-free—many permanently so.

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SAT vs ACT: The Comparison Remix (2026-style)

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Your 2026 Strategy: What to Do (and Why)

1. Try both tests—take one diagnostic SAT and one Enhanced ACT (when available at your school) to see which clicks with your vibe.

2. Prep smart:

   • SAT → Khan Academy + Bluebook app

   • ACT → Official ACT practice (digital version comes in 2025/26)

3. Test timeline:

   • Junior Fall–Spring: Take first round

   • Summer before senior year: Retake if needed

   • Senior Fall: Final retakes & send scores

4. Mind the colleges:

   • Stanford, Cornell, several Georgia schools → NEED a score

   • UC/CSU system → Test-free—skip the stress

   • Most others? Still test-optional or test-free as usual

5. Make use of waivers & accommodations: Don’t miss out—need a fee waiver or support? Ask early!

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Resources in Your Save-Box

• SAT

  • Registration & dates (Aug 2025–June 2026 available) (turn0search1)

  • Official bluebook + Khan Academy prep

• ACT

  • Enhanced digital info & timeline (school-day rollout Spring 2026) (turn0search28)

• College Policies

  • Stanford test requirement for 2026 (turn0news37)

  • Cornell reinstates testing (turn0search17)

  • Georgia public school systems require tests by Fall 2026 (turn0news36)

  • 2,000+ test-optional/test-free schools remain in play (turn0news38, turn0search3, turn0search15)