The Surprising Reason for the SAT’s comeback….

Why the SAT May Be the Most Fair Element in College Admissions

“The SAT is still the fairest part of the college admissions process.”
That is what Denise—one of my former Guilford High School students and now a college admissions professional—told me when she called recently. Years ago, she had heard me make this argument. Now, seeing the admissions process from the inside, she agreed.

The Early Complaints About Standardized Testing

As soon as Connecticut juniors begin thinking about college, the grumbling begins:
“Why are tests so important? Isn’t that unfair?”

Grades in rigorous classes remain the most important factor in admissions, followed by SAT/ACT scores and then extracurricular activities. Essays, recommendations, and other subjective elements follow. Parents and students tend to dislike standardized tests, but they rarely consider why colleges rely on them.

Admissions Is Highly Competitive—And Families Want Objectivity

For selective colleges—roughly the top 50 institutions—competition is extraordinary. When asked whether they prefer objective or subjective measures, most parents and students choose the former. Once you examine each category, it becomes clear that standardized testing is often the most objective data point in the entire application file.

Why Subjective Measures Are Hard to Compare

Activities, leadership, and service are meaningful but nearly impossible to evaluate fairly across students and schools:

• Is an all-state trumpet player stronger than a student council vice president?

• Should a student working 20 hours per week to support their family be penalized for having fewer activities?

• How do you compare hundreds of service hours spread across causes with fewer hours devoted entirely to hospice work?

The comparisons are inherently subjective.

Grades Are Not Always a Level Playing Field

Even grades—often assumed to be the fairest metric—vary enormously:

• Grade inflation is significant in some Connecticut schools. In certain local districts, almost every student we meet carries an average near 90.

• In contrast, schools like East Lyme High School, Daniel Hand High School (Madison), and Guilford High School are far more competitive. Students ranked in the 30th–40th percentiles at these schools could easily fall within the top 10 percent at neighboring schools.

• Colleges outside Connecticut cannot reliably distinguish these differences.

Denise told me she regularly has to advocate for Guilford students because her Massachusetts colleagues do not fully recognize the school’s academic rigor. “Fortunately,” she said, “strong SAT scores often save them.”

Academic Standards Vary Widely Across the Nation

The disparities grow even larger when you compare regions. An “A” in one district may translate to a “B” elsewhere. A suburban Connecticut student would likely earn higher grades if placed in the average public school in many other states.

Similarly, an A at The Williams School in New London reflects demanding coursework and high expectations. Other southeastern Connecticut schools simply do not maintain the same level of rigor.

Essays and Recommendations Offer Limited Distinction

Teacher and counselor recommendations often blend together. As one admissions officer told us:

• “After a while, many start to sound the same.”

• “Unless a letter identifies something exceptional, we skim it.”

Essays—while valuable—are entirely subjective and heavily influenced by writing ability, coaching, and family support.

The Role of Standardized Testing

By contrast, the SAT and ACT offer one of the few national, standardized, and comparable data points. Every student faces the same test, under the same constraints, scored the same way.

My opinion: despite the criticism, standardized tests may indeed be the most equitable element of the entire admissions process. They offer a rare measure that allows colleges to compare students across vastly different schools, regions, and grading cultures.