Not very woke of them....maybe they can hire some outside mathematicians to study the numbers for them....
Within our office, we have a dedicated research and analysis team that continuously studies our processes, outcomes, and criteria to make sure we remain mission-driven and student-centered. During the pandemic, we redoubled our efforts to understand how we can best evaluate academic readiness for all students, particularly those most impacted by its attendant disruptions. To briefly summarize a great deal of careful research:
Within our office, we have a dedicated research and analysis team that continuously studies our processes, outcomes, and criteria to make sure we remain mission-driven and student-centered. During the pandemic, we redoubled our efforts to understand how we can best evaluate academic readiness for all students, particularly those most impacted by its attendant disruptions. To briefly summarize a great deal of careful research:
- our ability to accurately predict student academic success at MIT02 Our research shows this predictive validity holds even when you control for socioeconomic factors that correlate with testing. It also shows that good grades in high school do not themselves necessarily translate to academic success at MIT if you cannot account for testing. Of course, we can never be fully certain how any given applicant will do: we're predicting the development of people, not the movement of planets, and people always surprise you. However, our research does help us establish bands of confidence that hold true in the aggregate, while allowing us, as admissions officers, to exercise individual contextual discretion in each case. The word 'significantly' in this bullet point is accurate both statistically and idiomatically.is significantly improved by considering standardized testing — especially in mathematics — alongside other factors
- some standardized exams besides the SAT/ACT can help us evaluate readiness, but access to these other exams is generally more socioeconomically restricted03 relative to the SAT/ACT
- as a result, not having SATs/ACT scores to consider tends to raise socioeconomic barriers to demonstrating readiness for our education,04 relative to having them, given these other inequalities
