Anonymous wrote:Anonymous wrote:Here's a summary of the Dartmouth paper. The first chart is a bit hard to read, but for more-advantaged students, those with a 1500 SAT had about a 6% chance of admissions while those at 1550 had about a 10% chance. So meaningful. Note, this isn't all-else-equal, meaning that the 1550 kids might have been stronger in other areas. Still, which would you rather be?
I'd re-take IF I thought a higher score was possible. But people also reach their limits and hitting your head against the ceiling may not be helpful emotionally.
https://www.nber.org/digest/202504/test-optional-policies-and-disadvantaged-students?page=1&perPage=50
Anonymous wrote:On this forum I have seen posts claiming that Dartmouth published their data that demonstrated how incremental changes after 1500 did lead to higher acceptance rate at Dartmouth. One can argue its correlation as opposed to causation, but as an engineering faculty for many years I believe there is a tangible difference in how fast/well a new concept is learned and in exam performance between a student with a 780 math and another with a 720 assuming these scores are their ceiling after multiple attempts and assuming they have worked reasonably hard in the class.
It definitely looks correlation not causation. The same trend you described is also observed when scores are omitted (solid red line). The increase in admit rate is due to the other parts of the application.
Anonymous wrote:Anonymous wrote:Here's a summary of the Dartmouth paper. The first chart is a bit hard to read, but for more-advantaged students, those with a 1500 SAT had about a 6% chance of admissions while those at 1550 had about a 10% chance. So meaningful. Note, this isn't all-else-equal, meaning that the 1550 kids might have been stronger in other areas. Still, which would you rather be?
I'd re-take IF I thought a higher score was possible. But people also reach their limits and hitting your head against the ceiling may not be helpful emotionally.
https://www.nber.org/digest/202504/test-optional-policies-and-disadvantaged-students?page=1&perPage=50
Anonymous wrote:On this forum I have seen posts claiming that Dartmouth published their data that demonstrated how incremental changes after 1500 did lead to higher acceptance rate at Dartmouth. One can argue its correlation as opposed to causation, but as an engineering faculty for many years I believe there is a tangible difference in how fast/well a new concept is learned and in exam performance between a student with a 780 math and another with a 720 assuming these scores are their ceiling after multiple attempts and assuming they have worked reasonably hard in the class.
It definitely looks correlation not causation. The same trend you described is also observed when scores are omitted (solid red line). The increase in admit rate is due to the other parts of the application.
Anonymous wrote:I highly doubt it. Once you cross the cutoff, they don’t look at your test score anymore. [b]They review the rest of your application. Same with GPA.
Any anecdote is just correlation rather than causation. High scorers probably also tend to have stronger applications. That doesn’t mean the score caused it.
Anonymous wrote:Is 1500 after one try? If so, why not give it another shot. If not, it's possible to make a jump up to 1550 but I wouldn't get your hopes up.
Anonymous wrote:Here's a summary of the Dartmouth paper. The first chart is a bit hard to read, but for more-advantaged students, those with a 1500 SAT had about a 6% chance of admissions while those at 1550 had about a 10% chance. So meaningful. Note, this isn't all-else-equal, meaning that the 1550 kids might have been stronger in other areas. Still, which would you rather be?
I'd re-take IF I thought a higher score was possible. But people also reach their limits and hitting your head against the ceiling may not be helpful emotionally.
https://www.nber.org/digest/202504/test-optional-policies-and-disadvantaged-students?page=1&perPage=50
Anonymous wrote:On this forum I have seen posts claiming that Dartmouth published their data that demonstrated how incremental changes after 1500 did lead to higher acceptance rate at Dartmouth. One can argue its correlation as opposed to causation, but as an engineering faculty for many years I believe there is a tangible difference in how fast/well a new concept is learned and in exam performance between a student with a 780 math and another with a 720 assuming these scores are their ceiling after multiple attempts and assuming they have worked reasonably hard in the class.
Anonymous wrote:On this forum I have seen posts claiming that Dartmouth published their data that demonstrated how incremental changes after 1500 did lead to higher acceptance rate at Dartmouth. One can argue its correlation as opposed to causation, but as an engineering faculty for many years I believe there is a tangible difference in how fast/well a new concept is learned and in exam performance between a student with a 780 math and another with a 720 assuming these scores are their ceiling after multiple attempts and assuming they have worked reasonably hard in the class.
Anonymous wrote:I'm not asking for anecdotes or hearsay truisms, just [u]hard data[/u].