Updated: Thursday, April 16, 2026
Many students think that if their standardized test scores are “below average,” there’s no way they can submit a competitive application for college. However, test scores are only one part of a bigger picture — colleges look at several different factors when evaluating applicants. In this episode of Just Admit It!, IvyWise admissions experts Tasha and Chris discuss what a “below-average” test score means and how students can still be competitive, even if they didn’t achieve strong scores on the SAT or ACT.
Hi there. Welcome to semester 12, episode six of the IvyWise’s Just Admit It! podcast, where former deans and directors of admission give expert insight into the complex college admissions landscape. I’m Tasha, your host. I’m an admissions counselor at IvyWise, a former international admission officer at USC and former assistant Director of International admissions at Boston University.
This season on the show, FAQs in college admissions. We’ll be spending each episode focused on a frequently asked question, breaking it down, and answering it thoroughly. On today’s episode, our question is: Can I be a competitive applicant with below average test scores?
And to help me answer this question is my colleague, Chris. Hi Chris.
Morning, Tasha. How are you?
I’m doing well. How are you? Can you please introduce yourself to our listeners?
My name is Chris, and I’m an IvyWise counselor. Before joining IvyWise, I spent roughly 30 years working in highly selective college admissions, primarily at Wesleyan University in Connecticut.
During my time at Wesleyan, I held virtually every role in an admissions office. I read applications from high schools across the country, traveled extensively — both nationally and internationally — to visit schools and meet students, and oversaw programs including senior interviewers, tour guides, and transfer admissions.
I also spent 20 seasons as an assistant coach for the Wesleyan women’s basketball team and served on a New England Small College Athletic Conference working group that developed guidelines for how athletics factor into the admissions process.
That wide-ranging experience gives me a broad perspective on college admissions — one I bring to the IvyWise team, where we regularly share insight and expertise across the organization.
Thank you, Chris — I appreciate that introduction. Let’s jump right into today’s question. As a reminder, this season is focused on FAQs in college admissions, so while we can’t cover every question students may have, each episode tackles one of the most common.
Today’s question is about test scores — arguably the most frequently asked testing question, even beyond the test-optional landscape, which we’ll also discuss. To begin, let’s set the context. What exactly are we talking about when we refer to standardized testing? What are these tests, what are they designed to measure, and why do they exist? This is especially for listeners who may just be starting to dig into the topic.
Standardized testing has been part of the college admissions landscape for a long time, and it has been viewed in many different ways — as a strong predictor of academic success, as a weaker one, and as a system that can marginalize underserved students.
There are a lot of factors at play, but traditionally, standardized tests have been just one component of an academic assessment, focused more on potential than on current knowledge — though a baseline level of knowledge is, of course, necessary to perform well.
Colleges tend to view test scores as one predictor of academic success among many. When considered alongside a student’s academic record, scores can help admissions officers understand what kind of college student an applicant might be and how successful they could be at that specific institution. That said, schools vary widely in how they interpret and use test scores, and averages differ from one institution to another. Historically, though, the central purpose of standardized testing has been to help predict college-level academic success.
Great — and of course, we’re not historians here. We weren’t around for the full history of standardized testing, though as you said, Chris, it’s been part of the admissions process for a long time.
Could you give us a high-level overview of how thinking around testing has evolved — at least during the time you’ve been working in this field — and bring us up to where we are today with standardized testing?
I’d say that about 30 years ago — or perhaps a bit earlier — the test-optional and anti-testing movement really began to gain momentum. Schools started digging into their own data, looking closely at how they evaluated academic credentials and applicants overall, and asking a fundamental question: What actually predicts success at our institution, and how much should standardized tests factor into that?
You saw schools like Bates College in Maine, which has a long history of being test optional, conduct extensive longitudinal studies of their own students. Even today, as many institutions return to testing post-pandemic, Bates continues to believe this approach is the best way to evaluate applicants.
As this movement grew, colleges began examining not only how effective standardized tests were in predicting success, but also which students those tests were excluding — students they believed had real ability, potential, and value to their communities. Many of these students weren’t viewed as serious candidates because standardized testing posed a barrier. There’s significant data showing that these tests carry built-in biases against students of color and low-income students, who often have less access to enrichment opportunities and testing resources. At the same time, research has also shown that many of these students go on to succeed once they reach college.
That reflection led a number of institutions — including my own at the time, Wesleyan — to seriously explore becoming test-optional. We spent years reviewing our data and studying the students we weren’t admitting, trying to understand why. We ultimately proposed a test-optional policy. At the time, it didn’t pass — but years later, Wesleyan did become test optional.
Then came the pandemic, when access to testing virtually disappeared. Online tests weren’t yet available, and some students were literally flying across the country just to find an open testing site. As a result, nearly every school became test optional. Some adopted temporary policies — three years, five years — while others left the timeline open-ended or anticipated returning to testing eventually.
Now, well past the pandemic, we’re seeing a return to standardized testing, particularly at the most selective institutions. As the Ivies go, others often follow — and Ivy-adjacent schools like MIT and Stanford have also reinstated testing requirements. That shift has pulled many other schools along with it.
This hasn’t necessarily changed the stance of institutions that were test optional long before COVID and continue to be so. But we are at a moment where testing matters again — probably more than people realize. Even at test-optional schools, strong scores can still help.
In many ways, we’ve come full circle: More schools are once again requiring standardized tests, while others remain test optional but clearly still value strong results. That’s where we are right now.
Thank you for bringing us into the present day. Let’s break down this frequently asked question, which really has two parts: what it means to be a competitive applicant, and what it means to have below-average test scores.
I think it makes sense to start with the second part. From your perspective, Chris — based on your experience at Wesleyan and now at IvyWise — how would you define below-average test scores?
From a strictly statistical standpoint, below-average test scores simply mean scores below the average at the school you’re applying to. So, if College X has an average score of 1400 and you’ve earned a 1300, then yes — that’s below average.
That’s the technical definition, and it’s pretty straightforward. Where things get more nuanced is when you start talking about ranges. Two students can both be below average and still be very different candidates from a testing standpoint. A 1350 and a 1300 are both below a 1400 average, but one clearly puts you in a more competitive position than the other.
So, there’s the clear statistical definition, and then there’s the gray area — how far below average are you? Is it 10 points, 20 points, 40 points? And how that difference is interpreted can vary from school to school.
Every school is going to have a different average — especially highly selective institutions, where averages tend to be very high. But in college admissions, when we talk about average test scores and GPAs, there’s another concept that comes up frequently: the middle 50%.
Can you walk us through what that term means? We use it a lot, and for anyone who’s unfamiliar with it, it can be a little confusing at first.
The middle 50% is exactly what it sounds like: the range of scores that make up the middle half of all test scores submitted to a particular college. If the highest score is a 1600 and the lowest is a 1200, that creates a 400-point range. The middle 50% would be the 200-point span in the middle — say, 1300 to 1500 — where 25% of students score higher and 25% score lower.
The importance of that middle 50% varies from school to school, but generally speaking, if you fall within that range, you’re in a position where submitting scores is worth considering. If you’re above the 50th percentile, it usually makes sense to submit, since you’re in the top half of the applicant pool.
If you’re slightly below the 50th percentile but still within the middle 50%, that’s when a conversation with your counselor becomes important. Being in this range typically signals that you can handle the academic work. And if everything else in the application is strong — your transcript, recommendations, essays, and overall fit — a school may well consider admitting a student who falls in that part of the range. But if those other pieces aren’t there, the chances become much slimmer.
Great. Most colleges publish their Common Data Sets and other information about admitted classes. You’ll usually see middle 50% ranges, but it’s less common to see an exact average score. That’s why it’s important to spend time talking about the middle 50% — because that’s often the language we use when we talk about “average” scores in admissions.
Another data point schools sometimes share — one that’s more comparable to the middle 50% — is the median score. Instead of a numerical average, the median shows the point at which half of scores are above and half are below. That can actually be more useful than a strict average and is another metric worth paying attention to when reviewing college profiles.
What about breaking scores down further? So far, we’ve been talking about composite scores — like the SAT’s 1600-point scale made up of two 800-point sections. How should students think about individual section scores when trying to understand whether their results might be considered below average?
Let’s also not forget the ACT, which is widely used and includes more sections than the SAT. Like the SAT, it has a composite score — and for the ACT, that composite is often the hard number schools focus on, arguably even more so than with the SAT.
That composite score can feel more fixed than, say, a 1400 on the SAT. Of course, both tests include section breakdowns — the SAT with two 800-point sections for a 1600 total — but what schools are really looking for is consistency across sections, whether that’s on the SAT or the ACT.
When a student underperforms in one section, it raises a flag. That typically prompts admissions officers to look more closely at the transcript. For example, if you have a 700 math score but earned an A in BC Calculus and a 5 on the AP Calculus exam, that math score alone isn’t particularly concerning. There’s other evidence showing you can succeed academically, especially in quantitative areas. Context matters — but gaps between scores do draw attention and invite closer review.
This becomes even more important when a student’s intended major requires a specific level of preparation or consistency. If you want to major in chemistry and pursue pre-med, but you’re taking pre-calculus as a senior and have a 650 math score, that’s unlikely to help your chances — either in admission or in the academic demands that follow.
That’s where section-level performance becomes more relevant in the admissions process and why those details can lead to additional scrutiny.
Let’s move to the first part of the question: What does it actually mean to be a competitive applicant? This is a difficult question to answer, but let’s tackle it at a high level and then bring it back to test scores.
I do think you can be a competitive applicant with below-average test scores. That said, we have to clarify what “below average” means — because significantly or dramatically below average is unlikely to be helpful.
Still, it’s absolutely possible to be competitive at a school with scores that fall below that school’s averages. In those cases, a lot of other pieces need to be working in your favor. You need a strong, consistent academic record that shows you can succeed in the classroom and engage with challenging material. Strong teacher recommendations matter, especially ones that speak to your critical thinking and academic abilities.
You also need excellent essays — ones that present a compelling narrative and clearly demonstrate fit with a school’s programs, curriculum, and overall ethos. A lot of elements need to come together.
If your scores fall below average — but still within the context of the middle 50% — and the rest of your application is strong, then yes, you can be a competitive applicant.
Now, does “competitive” mean admitted? Not necessarily. Highly selective schools have far more competitive applicants than they can admit. But competitive does mean you’re in the conversation — and in those cases, the rest of the application really needs to carry weight.
So, I think you brought us back to testing, and it makes sense to stay there. Earlier, you talked about the history of standardized testing during your time in the field, including the types of schools that first began to de-emphasize testing and those with a long history of being test optional.
You also walked us through how things shifted during COVID and how testing has started to come back into focus at some of the most competitive institutions. With that in mind, can you talk a bit about whether certain types of schools tend to lean more toward test-optional policies, while others still rely more heavily on test scores — and whether this is something students with below-average scores should be thinking about when building a balanced college list?
That’s a really interesting question. If I had to draw some broad distinctions, I’d say that smaller liberal arts colleges tend to lean more toward test-optional policies than highly selective universities.
When you think about the most selective schools — or even just selective ones —especially in areas like engineering, they’re often going to want test scores. That’s a different conversation than applying to a College of Liberal Arts and Sciences at a large university.
Liberal arts colleges also tend to be more flexible about testing because they’re often focused on building a close-knit community. When you’re talking about 30,000 undergraduates, there’s certainly community, but it’s large and fragmented, with many smaller communities within it.
A campus with 2,000 undergraduates and no graduate students is a very different environment. In those settings, colleges may place greater value on bringing in students with particular backgrounds, experiences, and skills that align with institutional priorities — and that often allows for more flexibility around testing.
That said, not every student is drawn to a small liberal arts college. Some are firmly set on large universities, and that’s perfectly valid. When building a college list, I still think you need to start with your interests — not with “Where can I get in?”
What are you looking for? What excites you? What kind of experience do you want, and where do you see yourself in five years? Once you’ve identified schools that fit those criteria, then you can ask: Which of these am I competitive at? Those tend to be the schools that are more flexible with test results.
Yeah, I think that’s right. And you can definitely feel free to disagree with me, but hearing you talk makes me reflect on how differently schools review applications. While colleges in the U.S. all follow a holistic review process, the weight given to different factors can vary based on application volume.
Some highly competitive institutions receive a mind‑boggling number of applications and simply have less time with each file. As a result, larger schools may rely a bit more heavily on quantitative factors as part of that initial review.
I would agree with that, and I think it’s even true at the most selective liberal arts colleges. Let’s say Wesleyan receives 10,000 applications in a given cycle. Of those, 6,000 to 8,000 students can do the work academically. Around 5,000 would likely do very well. And about 2,000 have truly impeccable records — they’ve taken the most rigorous courses available to them, earned top grades, posted well-above-average test scores, held leadership roles, participated in academic enrichment programs, and bring distinct talents, skills, and experiences.
The most selective liberal arts colleges have the luxury of choosing primarily from that group of 2,000 applicants. So, there is still a point at which test scores become part of a filtering process. I think that’s a fair statement. Colleges are able to shape their own admissions processes and prioritize what they value.
Ultimately, those values show up in the student body. What a school emphasizes tends to materialize in who they admit. And if a college decides to lean more heavily on test scores in a given cycle — even if that’s not historically the case—it may very well do so.
That’s why we keep coming back to the variables of college admission.
All right, Chris, we’re coming to the end of the episode. Do you have any final words of wisdom for students who are especially concerned about how to make themselves competitive?
If you assume that testing isn’t your strength — or that it will be a weak point in your application — and try to navigate the college search without engaging with it at all, that’s becoming increasingly difficult.
I’ll point people to fairtest.org, which is one of the most comprehensive resources for information about test-optional schools and includes a large, up-to-date list. There are students who, on principle, don’t agree with standardized testing, and we’ll absolutely support a test-optional or test-free search. And kudos to you for standing by your principles.
From a testing standpoint, though, the best way to be more competitive is to embrace it and do what you can to improve. If you have the resources to get support or tutoring, you should use them — because even at test-optional schools, strong scores, in the context of that school’s applicant pool, can help.
That said, there are many other ways to become a competitive applicant. First and foremost, be the strongest day-to-day student you can be. Nothing has more impact on admission than the rigor of your high school courses and how well you perform in them.
On the personal side, it’s important to show colleges that you understand what they’re about — that you see how you fit into their community, how you’ll benefit from their programs, and how you’ll contribute. This all falls under demonstrated interest. Some of it is logistical, but much of it comes from taking the time to dig in, understand a place, and truly see yourself there.
Take advantage of your summers. Use that time to explore interests, go deeper into something you’re passionate about, or try something entirely new. Those experiences help shape the story you’ll tell in your application and can clarify what you’re looking for in a college experience.
Write great essays. That’s easy to say and harder to do — but essays really do make a difference. Thoughtful feedback, multiple perspectives, and careful revision all matter.
Take advantage of the opportunities a school offers. If there’s an interview, do it. Engage wherever you can.
And finally, remember that being competitive is also about the college list you build. If your list doesn’t reflect your academic record, that’s not on the schools — that’s on you. Developing a realistic list of schools you’re genuinely excited about is a critical part of being a competitive applicant.
Yes — thank you so much, Chris. And I’ll just point listeners to semester nine of the IvyWise Just Admit It! podcast. If you’re interested in learning more about different ways to make yourself a competitive applicant, that season focuses on how to build your profile, with each episode covering a different element of the process.
But as Chris said, the single most important thing you can do is focus on your academic success and make sure you’re challenging yourself within what’s available to you at your high school.
All right, without further ado, we’re going to wrap up this episode. Chris, thank you so much for joining us on this episode of the Just Admit It! podcast.
Thanks, Tasha. It was a lot of fun.
And that just about wraps up this episode of the Just Admit It! podcast. If you have any suggestions about what we should be covering, please email us at [email protected]. In the meantime, you can catch up on all our previous episodes by visiting our podcast page and be sure to bookmark our KnowledgeBase for additional help with navigating the complex and competitive admissions process.
At Ivy Wise, we bring together a team of former deans and directors of admission at top universities to give students, parents, and fellow educators the most up-to-date, higher ed news and practical admissions advice. Our experts help students navigate everything from college applications and K-8 planning to graduate school admissions and standardized testing. Visit ivywise.com today to embark on your journey to your best fit schools with the world’s leading educational consultancy.
From IvyWise, I’m your host, Tasha, and this has been Just Admit It! See you next time.
Editor’s Note: This transcript has been cleaned up and edited for clarity and readability.
Love ‘em or hate ‘em, standardized tests are an important part of college admissions, especially with more schools going back to requiring test scores. While test prep can certainly help you improve your score by a lot, mastering a few key skills can make all the difference when it comes to achieving your goal score on the SAT or ACT.
IvyWise counselors Rachel and Zach share their top tips on how to brainstorm and write college application essays, and what admissions officers are looking for when they read them on the Just Admit It! college admissions podcast, giving listeners expert insight from former admissions officers.
When preparing students for the college admissions process, we place a lot of emphasis on identifying and developing students’ interests in addition to good grades and test scores. As we’ve said before, students’ interests are important because it helps colleges make admissions decisions and build well-rounded classes.
