As anyone who works with low income, first generation or underrepresented students could tell you, the vast majority of these students lack not only the funds to compete with the 1% but also the “social capital” that greases the wheels of higher education access. Networks of chatty parents sharing new discoveries about demonstrated interest, hooks, gap years, PPY, ED/EDII/EA/EAII/REA, supplemental essays, recommended (not really) tests, super-scoring, super-duper-scoring, test optional/flexible, and a host of other insider secrets help the most informed more easily navigate an increasingly complex system.
Since the 1980s, Educational Testing Service (ETS), which dominated educational admission testing from 1940 – 1980, has been hemorrhaging product lines. In its heyday (SAT word) ETS was the Sauron to US education’s Middle Earth, providing admissions tests for the vast majority of professional certification programs and higher ed admissions. Their services ranged from teacher certification exams to the SAT, GRE, GMAT, MCAT, and LSAT. In the last decade or so, ETS business strategy has changed and the organization has begun to aggressively market their most popular remaining assessment product, the Graduate Record Exam (commonly known by its initialism – GRE), as “the One Test to Assess Them All.” This strategic market grab, while an interesting business strategy, raises significant questions about all admission tests. Specifically, the expansion of the GRE into fields beyond its design should force responsible test users to reevaluate long-held assumptions about what information is being gained by requiring the GRE (and all its brethren) and at what cost.