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Application Letter for Class Prefect – Sample Application for the Post of Class Prefect

To The Principal, ____________ (School Name) ____________ (Address of the School)

__/__/____ (Date)

Subject: Application for the class prefect

Respected Sir/Madam

This is to inform you that I am _________ (name), a student of _______ (class) of your reputed school i.e. _________ (mention school name). My student ID is ________ (mention student ID number).

I am writing this letter to inform you that I am willing to apply for the position of class prefect for our class i.e. ________ (mention class). I have been appointed as a __________ (mention) and I am requesting you to kindly consider this as an application letter for the same. ___________ (mention your achievements)

I believe you would consider this as a genuine request and would grant me a chance to be the class prefect.

Yours Truly, _____________ (Signature), _____________ (Name), _____________ (Roll number)

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I am writing this letter in application for the position of Prefect and Head/Deputy Head prefect. I see this position as a central part of the schools foundations, traditions, and effective communication

This is a preview of the whole essay

Document Details

• Word Count 1364
• Page Count 3
• Subject English

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How to Be a Good Prefect

Last Updated: March 12, 2024 Fact Checked

This article was co-authored by Alicia Oglesby and by wikiHow staff writer, Kyle Hall . Alicia Oglesby is a Professional School Counselor and the Director of School and College Counseling at Bishop McNamara High School outside of Washington DC. With over ten years of experience in counseling, Alicia specializes in academic advising, social-emotional skills, and career counseling. Alicia holds a BS in Psychology from Howard University and a Master’s in Clinical Counseling and Applied Psychology from Chestnut Hill College. She also studied Race and Mental Health at Virginia Tech. Alicia holds Professional School Counseling Certifications in both Washington DC and Pennsylvania. She has created a college counseling program in its entirety and developed five programs focused on application workshops, parent information workshops, essay writing collaborative, peer-reviewed application activities, and financial aid literacy events. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 768,581 times.

If you've applied to be a prefect at your school, or you're already serving as one, you might be wondering how to be the best prefect. To be a good prefect, it's important to remember that your role is to help both the faculty and the students at your school. By setting a good example for students, following your school's rules, and being there when people need you, you can ensure that you're successfully fulfilling all your duties as a prefect.

Setting a Good Example

• For example, if your fellow students are complaining because the upcoming dance got cancelled, instead of complaining with them, you could say something positive like, "I know it's upsetting that the dance is cancelled, but we should all get together and think of something else we could do for fun that night."

Following the Rules

Being There for Students

Alicia Oglesby

Compassion is a sign of a thoughtful role model. Show you can be a thoughtful role model for others by demonstrating compassion, curiosity about the world, awareness of different viewpoints, and responsibility in following through on duties. Be solution-oriented and lead by mature example.

Expert Q&A

Tips from our Readers

• Should problems arise requiring administrative attention, advocate for the student perspective to faculty respectfully but steadfastly. As liaison between the two groups, tactfully serve as that crucial bridge for understanding.
• Near the end of your tenure, privately encourage impressive leadership qualities you’ve observed in potential prefect candidates that could continue traditions of excellence after your term concludes. Help guide the future.
• If younger students approach asking for guidance, offer a listening ear and thoughtful bits of wisdom, not just recitations of school policy. Mentor gently when sought out, rather than preaching rules harshly unprompted.
• Keep a subtle eye on fellow prefects too, as your duty requires holding one another equally accountable. Politely but firmly remind any you witness violating codes of conduct, even minor slip-ups. Integrity matters.
• Make an effort to remain visible and unambiguously available for student questions or issues during free periods by wandering halls greeting peers. Your consistent presence cultivates approachability.
• Consider organizing occasional casual social events like movie nights or game tournaments to nurture bonding opportunities for students outside rigid classroom walls. Such activities build community.

You Might Also Like

• ↑ Alicia Oglesby. Professional School Counselor. Expert Interview. 13 April 2021.
• ↑ https://kidshealth.org/en/teens/homework.html
• ↑ https://clt.byuh.edu/clt/honest-teacher
• ↑ https://soeonline.american.edu/blog/importance-of-school-attendance
• ↑ https://www.waldenu.edu/programs/communication/resource/how-to-be-an-effective-communicator-in-7-easy-steps
• ↑ https://newtoncollege.es/en/prefect-student-election/

About This Article

To be a good prefect, try to set a good example for other students by having a positive attitude and being respectful. Also, do your best in school since other students will notice how much effort you put in. You should also make sure you follow all of your school's rules, like abiding by the dress code, having a good attendance record, and going to class on time. In addition to setting a good example, try to be there for your fellow students by talking to them about their concerns and supporting students who are having a hard time. To learn how to be fair as a prefect, scroll down! Did this summary help you? Yes No

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• Mar 13, 2022

Classroom Leadership: how to effectively choose school prefects for your subject area

How to ensure you get the right subject prefects...

School Prefects: every school seems to have them, but very few seem to have mastered the art of using them effectively. So why is this the case? And, more importantly, how can you select the ones who will save you time and improve standards? Read on to find out more...

The Historic Problem

Time after time we've all seen the "prefect thing" become a "lip service" exercise... where students often gain the title without having to "buy in" to the expectations, or the workload.

Everyone starts out enthusiastically and with high hopes of great change, but in reality this rarely seems to happen. Prefects turn up to the expected Open Evening and dawdle about (frequently checking their watches!), and the only types of questions they ask are: 'When do you think I can go home?' or 'Are there any biscuits left?'

You might be lucky and get one or two decent prefects and you may even get a bit of a classroom display put up for you ... wonkily, but still, it counts as something. Occasionally, you may win the 'holy grail' of prefects and think 'this year we'll finally get things done'... to then have them stolen away by the allure of a better school position when everyone finally realises how good they are. (And this always seems to happen partway through the year when you thought 'all your ducks were in a row'!)

It seems that (excluding the rare exception) we never seem to get 'our money's worth' when it comes to "hiring" prefects, especially not in the long term.

So why do we even bother?

Well, aside from being directed to do this, what is in it for you? FREE TIME! That’s what’s in it for you... if you get this right. (* And obviously the satisfaction that you are nurturing the hidden leadership talents of the next generation.) But mainly free time. And you'll probably think ' Yeah, right’ , but my department are now in the fortunate position where our prefects not only save us time, but actually help us raise standards too.

It sounds so obvious, but the simple truth is that it’s all about motivation. BUT, it's not simply enough to create it… the trick is sustaining it.

What's in it for them?

Let’s face it, students need motivating factors to do pretty much anything. Some you can buy off with ‘ This will look great on your UCAS application ‘ ( Yes, that ol’ chestnut!) and others you will probably have to literally buy off… with time and biscuits… and Amazon vouchers.

This being said, everyone is motivated by something, and that something is usually success. Benjamin Ball's 'Summary of Motivational Theories’ claims that individuals want to work for an establishment where they feel they are able to make a positive difference. If this moral reason fails, then helping people to feel (and look) important can be a very effective motivational tool, too. My department sustain this sense of importance by creating a student hierarchy for our subject prefects.

The Prefect Hierarchy

The Prefect Hierarchy follows a similar pattern to our own teacher hierarchy. Humans adhere to hierarchical constructs, hence the influence Religion, Monarchs and Politicians have always had over us... and why we try to curry favour with our line managers. Students follow a hierarchy in your own classroom with you as the leader they instinctively know they should follow.

Age and status are the two main ways of creating a strong hierarchy. As prefects are close in age, the only structure left is to create status roles within the subject prefect team. schools have been doing this with their 'Head Girl' and 'Head Boy' roles for decades, but I've rarely seen this idea filter into the subject prefect sphere.

My department aim to employ 5-6 subject prefects with the following roles:

Head Subject Prefect

Deputy Head Subject Prefect

Subject Prefect (specific role)

Subject Prefect

This year we've created a 'Head of Literacy Prefect' as this fits well with our department and school aim, but you could create subject prefects with different roles to suit your own department needs. However, be careful not to give every subject prefect a specific role otherwise you tend to get all leaders and no followers... and too many cooks tend to spoil the broth!

You also need to ensure that your 'Head Subject Prefect' is strong enough to 'rally the troops' and keep them in check, but is also kind enough to not become a power hungry dictator in your absence. Young adults are still in the process of learning to be adults, after all.

So, to choose wisely, you need a suitable application process…

The Application Process

With more and more demand to prepare students for their future careers, treating your school prefect application process like a “real” job interview has multiple benefits:

It weeds out the unmotivated

It provides a sense of gravitas that shows students this is important to you (and so should be to them!)

It’s an opportunity for students to gain some worthwhile interview experience (which works nicely with the Gatsby benchmarks)

It means you can better sense leadership potential for creating your prefect hierarchy

We ”advertise” the posts like a proper job interview. Students are told in lessons and emailed the job posting. The post-COVID world has made this even easier with platforms, like Microsoft Teams, allowing you to set such a thing as a voluntary 'assignment'.

We give them a job description and a deadline, and expect a letter of application that details their suitability for the role(s). It's also a good idea to get them to specify the role(s) they are interested in... this really helps to 'whittle' them down for interview. Finally, we make the benefits of the roles very apparent. It's vital to make it clear what's in it for them as we want to keep motivation levels high.

The Selection Process

Since implementing this system, we are inundated with subject prefect applications. One year we had a record 60% of our course students apply for a post... previous to this we were lucky if we got 2 applicants. However, this comes with its own problems... how do you select the right candidates for interview?

Firstly, you need to know your students. Applying for a role naturally opens you up for the possibility of rejection and that makes you very vulnerable... so managing student feedback and expectations is paramount. An innocent but flippant remark from you could really injure an applicant.

We have THREE golden rules for this:

Applicants MUST meet the deadlines and apply as requested (this instantly whittles out those who are not truly interested and applicants tend to take 'your application was too late' much better than 'we didn't feel you were suitable for interview'.

All applicants are kept confidential and are contacted separately (never as a group). This means a student has full control over whether they tell their peers or not.

Feedback must be provided following the "compliment sandwich" approach : compliment, constructive feedback, bigger compliment e.g. " We absolutely loved your energy, but we felt other candidates had more experience with running extra-curricular clubs and that’s something we really needed, however, we thought your interview answers were strong and we know that Geography are really interested in having you as a prefect".

Don't fall into the trap of interviewing everyone who applies just because you feel bad. It sends the wrong message to the stronger applicants, it wastes a lot of your time, and once people complete the interview stage they have naturally convinced themselves that they are the best person for the job. Therefore, telling them they haven't 'got the job' is much harder on them than if they aren't selected for interview in the first place. If you know it's definitely not going to work out, then don't go there.

Once we've selected students we'd like to interview, all applicants are contacted with either a 'please come to interview' or a 'thank you for applying, however...' email. The former can be very generic, however the latter I like to make more personalised and again adopt the 'compliment sandwich' approach. We tend to follow this up with a face to face conversation too.

The Interview

Again, the interview is just like those for a professional paying job... but a little bit softer. I prefer to have two people on the interview panel - it makes sense to ask one of your main A Level teachers to get involved... to give the interview more gravitas, but also to get relevant team members invested in their prefects. For extra status, you could ask a senior leader or Head of Year to help you interview.

To help with nerves and get the interviews off to a good start, we tell students in their 'please come to interview' email what the first question will be. For us, it's always 'why did you apply for this position?' We pre-decide our questions (choose 4-6 which students can elaborate on... you don't want to be there all day!) and print out answer grids for the panel to fill in and score the answers. This is a bit of extra effort, but really helps with the selection process at the end... especially when trying to decide who to appoint for each role.

Last year 15 applied, we interviewed 10, and gave out 6 positions, and the interview answer grids made the task so much easier. It also means you can give detailed feedback if requested... and helpful constructive criticism is always greatly appreciated.

The interviews are around 10-15 minutes each and for confidentiality, I like to choose a suitable meeting room away from our subject teaching area.

Make sure you tell students when and how they will hear the outcome from you and stick to this agreement. It sounds painfully obvious, but leaving people in limbo is a really good way to pee them off… yet it happens repeatedly. Just think back to your last job interview!

So there you have it, a strong methodology for getting the right prefects for your subject area. Check out the sister blog ' Classroom Leadership: how to effectively use your subject prefects in your subject area' for tips on how to save you time whilst raising standards.

For more useful ideas, check out our blogs on leadership and engagement.

If you have found this blog or any of its related blogs helpful, please subscribe and give us here at Inspire My Teaching a big thumbs up!

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What is a School Prefect and What Do They Do?

In GCSE by Think Student Editor May 22, 2021 4 Comments

Almost every school in the UK offers students the opportunity to become a prefect. However, what  really  is a school prefect, and what do they do? This article will answer all your questions surrounding this topic.  

A simple definition of a school prefect is as follows: a student who has been meticulously selected to carry out certain responsibilities and duties. There are many types of prefects, including Head Girl and Boy, House Captain, Library Prefect and  so on . But what do they do? The Head Girl and Boy, for example, give out speeches, represent the school at event s  and   more. The e ntire explanation of each prefects’ responsibilities   is  explained below. School prefects are often elected in their final year of schooling, whether that be Year 11 or Year 13.  

Now, without further ado, let’s jump in!  

Table of Contents

What is a School Prefect?

A school prefect is a n elected  student who has been chosen to perform certain responsibilities , giving them  some authority in school .  There are several advantages that come with this position,  which include  a positive addition  to your CV. There are  multiple  different  categories  of prefects, which will be discussed further on in th is  article.  

When Can You Become a School Prefect?

Generally, the prefect positions are awarded  at the start of Year 11/13 , depending on whether you are in secondary school or sixth form, however this can vary from school to school . O n the whole, this is the most common way schools do this. It is likely these years are chosen because by this time you  will have an extensive knowledge of the school you  attend and   have reached the ‘top of the pile’  by  your last year, so will be more confident and assertive whilst completing your designated assignment.  

Applications for becoming a school prefect are often taken towards the end of Year 10 or Year 12,  again depending on which part of the school you are  currently  in, so in the lead up to the summer term it may be best to start thinking about which position you would like to apply for, if any.  Your school will usually notify you of application deadlines and the positions they have to offer.  

What are the Different Types of School Prefect?

In a school there i s often  a multitude of different  types of  prefects. A quick disclaimer:  this list will not be correct for all schools  but  serves the purpose of  giv ing  a general idea of what can be expected from your average  UK  school.  

Head Girl/Boy

Often considered the most prestigious role a student can be given;  Head Boy and Head Girl hold the most influential position of any prefect in the school.  Often having many candidates, this is a highly competitive and sought-after position.  The Head Boy and Girl represent the school. They should be a good role-model to younger students, and generally lead other prefects as they do their duties .  

Deputy Head Boy/Girl

The Deputy Head Boy and Girl are almost like the understudies of the Head Boy and Girl . They are, again, high up in the school, and  are  expected to do almost the same as the Head Boy and Girl .  The Deputy Head will often take the place of the Head if they are absent , again acting like an understudy. They assist the Head whilst they do their duties.  

House Captain

In  an  average school, their tends to be  in-school  houses.  E ach house is often appointed a  H ouse  C aptain  who  lead  their house to victory in events such as Sports Day.  The House Captain represents their in-school house , and there may be just one house captain or multiple.  

Library Prefects

Library Prefects are responsible for the school library , sometimes taking shifts there, helping students and keeping it neat and orderly.  They may help organise school events to do with  the library , such as World Book Day.  

Hall Monitor

Although they are less common in UK schools, Hall Monitors do exist in some   places .  They exist to keep the halls orderly and neat .  They may monitor halls a t  break or lunch   and can be found all across the school.  

What are the General Tasks of a School Prefect?

A school prefect is expected to carry out multiple duties depending on which position they are given.  Using the list of different prefects briefed above, I shall give an overview of the general duties expected of each type of prefect.  

The Head Girl and Boy   represent the school at events in and out of school , for example an in-school Prize Giving or a local charity event.  They are generally   expected to give public speeches from time to time  in front of different year groups, the school, or attendees to the events they  are present at .  They may also act as a guide for visitors to the school .  The Head Girl and Head Boy tend to lead other prefects and assist them with their duties .  They must also act as good role-models for younger students  and  may get involved in activities involving the lower school .  

Deputy Head Girl/Boy

T he Deputy Head Girl and Boy almost act as understudies for the Head Girl and Boy .  They may attend events in place of the Head  and  fulfil their duties if they are absent .  They too  are present at some  events bu t  appear less frequently .  They assist the Heads in all their duties  and are their second in command so to speak.  They must act as role-models for the younger school  and  may  be involved in lower school events too .  They may also be required to give speeches.  

The House Captain leads their house in school activities, such as Sports Day . They represent their house  and their house’s students .  They take part in all house – related events .  They generally  required to be  athletic , as houses are  most commonly  used in sporting events,  making the   H ouse  C aptain ’ s prime time Sports Day.  They may also represent their school in sporting events outside of school. They must organise House Meetings and be able to communicate with the rest of the pupils clearly. They also help to organise and lead school sporting events and assist school PE teachers  during these activities . They must be friendly ,  a n effective  leader  and a  good   motivator for the  students .  

Library Prefect

A  L ibrary  P refect must be available to take shifts in the library .  They may work behind the desk, helping students with their requests and completing standard jobs such as monitoring overdue book s .  They also have the responsibility of keeping the library neat and tidy, and ensuring all books are put back in a neat and orderly fashion.   They may also have to take care of any rowdy  students who need to be removed or help students who have a question .  They should have a thorough knowledge of books and know where to find specific  novel s . I f a student asks for recommendations, they should be able to give a good , substantial  answer.  They may also help monitor and organise library events , such as World Book Day.  

Hall  M onitors patrol the corridors to ensure all students are behaving and are conducting themselves to a good standard.   They take care of any misbehaviour that may occur  and  alert   member s  of staff   if they see trouble .  They   also make sure students are punctual and attend lessons on time, and ensure all students are  where  they should be  and not loitering in the corridors . They also might help to keep the halls clean and tidy up any mess that may have been left behind.  

What is the “Best” Type of Prefect?

This question varies among different people, but if referring to status then Head Girls and Boy is the best position to be held . They are the student heads of the school and have the most influence out of all the prefects.   

However, to some people being the  leader  of the school would be their worst nightmare, and  a  more discreet role  such as Library Prefect would sound the best to them;  it all depends on who you are.  

How Hard is it to Become a Prefect?  

This depends on your year-group size . If in a class of 1000, it is going to be much more difficult to  gain   a  position than in a class of 200, as there will be more competition.   

Y our general reputation in the school  is important too . If you  are labelled as a well-behaved student in school who consistently tries their hardest in everything they do, you are going to be in with a much better chance than someone who is constantly in trouble with teachers.   

It also depends on which position you go for ; some positions may be in much higher demand than others .  

How Do You Become a School Prefect?  

As you reach the end of the school year in Year 10, applications for prefects next year may start to open . Quite often an application form is given out.  You must then complete this form before the due date , and then give in your form to school.  It really is that simple!    

What is Required to Become a Prefect?

To become a prefect, generally nothing is required, however your school may have a policy that bans people with a certain amount of behaviour points from applying.    

There are certain qualities that are looked for in a prefect, such as being cooperative.  Cooperation is key whil st  being a prefect  as your main duty is to look after other students and assist teachers with jobs.  You must also be helpful and well-mannered . Someone with a particularly bad record in the past will most likely not stand much of a chance of becoming a prefect as the school may think they  will  abuse the authority they are given, or not carry out the ir  duties as they should be,  which is  also  why a prefect must also be trustworthy and responsible.   

Participating in lots of clubs in school should give a boost too , as it shows you are committed to your school and like to try your best in a wide range of areas.   

Although good grades are generally not considered to be important during the process of choosing a prefect,  trying your hardest in each subject is   vital .  If you prepare yourself well and try your best in each lesson, it will be recognised by teachers and will in turn give you a better chance of being given the prefect position.

Very useful

To the point not draged out. Interisting applying for position. Don’t think that was the case in my day.

Very very very Good

Thanks this really helps me thanks again

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The SAT is coming back at some colleges. It’s stressing everyone out.

A patchwork of admissions test policies is wreaking havoc on students, parents and college admissions consultants.

A California mother drove 80 miles this month to find an SAT testing center with an open seat where her high school junior could take the exam. During college tours this spring, a teen recalled hearing some would-be applicants groan when admissions staffers announced they could not guarantee test-optional policies would continue.

And across the country, college counselors are fielding questions from teenagers alarmed, encouraged or simply confused by what seems like the return of the standardized test in admissions — maybe? Sort of? In some places, but not in others?

“You could be expecting and preparing for a certain way to apply to a college and present yourself — but then they change it mid-application process,” said Kai Talbert, a 17-year-old high school junior in Pennsylvania. “That’s really confusing. It can set back a lot of people.”

Colleges nationwide have been updating their coronavirus-era policies on standardized testing, which many dropped when the pandemic shut down in-person testing centers. Some of the most selective schools are declaring they will require tests again — including, across the last two months, Dartmouth College and Yale and Brown universities. Others, such as the University of Chicago and Columbia University, won’t. And still others have not yet picked a permanent policy: Princeton, Stanford, Cornell and the University of Pennsylvania have said they will remain test-optional for another year or two, and Harvard University plans to keep its test-optional policy at least through the 2025-26 application cycle.

Public universities have veered in different directions, too: The University of Tennessee system requires tests. The University of Michigan will be test-optional. The University of California system is test-blind, meaning schools refuse to consider SAT or ACT scores for admissions.

The patchwork of policies is wreaking havoc on applicants, parents and college admissions consultants nationwide, who are being forced to recalculate where and how they are willing to apply — or what to tell anxious teenagers about whether to test, retest or skip testing entirely — as decisions keep rolling out in real time.

Laurie Kopp Weingarten, founder of One-Stop College Counseling in New Jersey, said she has a new response whenever a student gives her a list of their school targets. She starts by going down the list, school by school, to review each institution’s testing rules and whether those seem likely to change.

Taking a breath, Weingarten rattled off a summary of the different testing requirements in place at every Ivy League school. It took her three minutes.

“Even just saying it, it sounds like insanity to me, and then we’re expecting kids to understand this?” Weingarten said. “Colleges should really analyze the data, come up with a decision and stop changing their mind.”

The shifting testing expectations are among many changes roiling college admissions this year. Colleges are still grappling with the fallout from the landmark Supreme Court ruling that ended the use of race-based affirmative action in admissions. Many are undertaking an array of experiments in response to the decision in a bid to maintain diverse admitted classes — ending legacy preferences in some cases, adding essay prompts on adversity or identity in others, or increasing outreach in low-income areas.

And the disastrous rollout of a federal financial aid form that was supposed to simplify the notoriously difficult process has left students, parents and schools scrambling .

This is the most hectic and distressing admissions cycle in recent memory, said Jennifer Nuechterlein, a college and career counselor at a New Jersey high school. She laid special blame on schools that reinstated testing mandates in the past two months, some of which affect the high school juniors who will begin applying in the fall. This class of teens will have to take the SAT or ACT, should they decide to do so, within the next six months.

“Students can’t just test overnight,” Nuechterlein said. “There are students who want to prep, there are students who are not math- or English-ready. ... Students are going to be unprepared.”

For the most ambitious, high-achieving students, the tests are another stressful hurdle to clear as they apply to the most selective colleges. And for many other students, the test scores — even if not required for admission — are mandatory if they want to qualify for some financial aid programs or, on some campuses, certain degree programs.

Critics of standardized tests have argued that they mirror, or exacerbate, societal inequities, in part because students from unstable homes or with limited resources cannot afford SAT or ACT tutors or testing preparation classes, or may not know of free resources such as Khan Academy . Even before the pandemic, some schools had moved to make the scores optional to avoid creating another barrier for students.

Then the pandemic hit, spurring a crisis response when students literally could not access spaces in which to take standardized tests, said Dominique J. Baker, a University of Delaware associate professor of education and public policy who studies admissions policies.

“There were a number of institutions that never would have chosen to have gone test-optional except the pandemic made them,” she said. “Those institutions, by and large, are going back to requiring test scores.”

MIT, Georgetown University and the University of Florida are among schools that quickly chose to reinstate the requirements, with MIT announcing the change in 2022. Many others have spent the years since the virus arrived studying what effect going test-optional had on their admitted classes.

At Brown, Yale and Dartmouth, officials said they had found something surprising: Considering test scores would help them identify more promising applicants from disadvantaged backgrounds, not fewer. After looking at their own data, leaders at the three Ivy League schools say they concluded that SAT and ACT scores are highly predictive of students’ academic performance in college, more so than high school grades. They also found that some less-advantaged students withheld their scores when sharing them would have boosted their chances.

Depriving admissions officers of SAT and ACT scores meant they were less able to evaluate an applicant’s chances of thriving at Brown, Provost Francis J. Doyle III said in an interview this month .

“Our analysis suggested our admissions could be more effective if we brought back testing as an instrument,” Doyle said.

The University of Texas at Austin is also choosing to require testing again, the school announced earlier this month. Jay Hartzell, the school’s president, said he and others worried the cost and preparation associated with the tests could keep students from applying. But about 90 percent of UT Austin applicants in the latest round took the SAT even though it was optional, Hartzell said. And the school found that students who declined to submit scores were less successful once enrolled.

John Friedman, a professor of economics and international and public affairs at Brown, said he wouldn’t be surprised if more of those highly selective schools reinstate a testing requirement. He was one of the authors of the study from Opportunity Insights, a nonprofit at Harvard University, on standardized test scores and student performance at a dozen “Ivy-plus” universities.

“It’s not just about the test scores being a good predictor,” he said. “We show in the paper that students who attend a school, having been admitted without a test score, perform at the bottom of the distribution.” He said schools should look at their own data to determine their policy.

Nonetheless, most schools nationwide will probably remain test-optional, predicted Angel Pérez, the chief executive of the National Association for College Admission Counseling. For many institutions, he said, the policy has been a huge success, bumping up the number of applicants and diversifying admitted classes.

He added that most American high-schoolers are applying to schools that admit nearly all applicants, to public schools or to colleges close to home, he said: “So the majority of students aren’t going to be impacted.”

Morehouse College is among those maintaining a test-optional policy, which the historically Black college adopted in 2020. Since going test-optional, Morehouse has seen an increased number of applicants and an increased acceptance rate from admitted students, said Michael Gumm, Morehouse’s director of admissions and recruitment.

The majority of Morehouse applicants choose not to submit scores, Gumm said, and more students are completing their applications than in the past. He said Morehouse is looking for leaders, so essays and letters of recommendation carry a lot of weight.

Gumm said he often preaches to students: “Your test scores do not make you who you are.”

But for some students, the tests remain a priority. Alina Bunch, a 16-year-old high school junior in Texas, said that even when she saw schools dropping test requirements, she never altered her plan to take the ACT. The exam, she says, is a way to demonstrate determination and academic rigor.

She thinks it’s generally a good thing that schools are bringing back testing requirements, because they can function as a mechanism of standardization in a sometimes subjective admissions process. She does fear the effects of reinstating test requirements for students who cannot afford tutoring.

But for herself — after taking a summer course to prepare for the ACT and scoring high on the exam — she has no real worries. “It was never a question for me, of whether I should do it or not,” Alina said.

Many students pursued similar strategies, continuing to take standardized tests throughout the test-optional trend. After a dramatic drop in 2020 spurred by the sudden closure of test sites, the number of students taking the SAT nationally has risen every year since, per the College Board, and reached 1.9 million for the class of 2023. That’s about 300,000 short of the last pre-pandemic total, when 2.2 million members of the class of 2019 sat for the exam — the largest-ever group to do so.

Joan Koven, who heads college consulting company Academic Access in Pennsylvania, said she never expected standardized testing to suffer a real drop in popularity.

“The ACTs and the SATs are Burger King and McDonald’s,” she said. “They’re not going away.”

But in some places, counselors wish they would. Priscilla Grijalva, a high school counselor in California’s San Jacinto Unified School District, said the elimination of test requirements in the UC system and California State University campuses was a godsend for the nearly 300 students she works with every year, a mix of White, Black and Latino teens, most of whom are socioeconomically disadvantaged.

In the past, many of her students applied only to community colleges. But now she has seen a sharp rise in those willing to aim for state universities.

“It has changed our students’ mindsets,” Grijalva said. “Now it’s like, ‘Hey, I can do this.’ They’re more confident in their leadership and their grades.”

But the flurry of recent announcements from schools altering their testing rules has proved alarming, she said. Her students “do feel the pressure coming back,” she said. “They’re starting to talk.”

Claire Elkin, 16, overheard some of this nervous chatter when she was touring colleges this spring with her family — making visits to places including the University of Virginia, Vanderbilt University and the University of North Carolina at Chapel Hill. At every school, recalled Claire, who took the ACT and intends to submit her scores, admissions tour leaders said something like: “Yeah, we’re test-optional now, but we can’t guarantee anything for you.”

Every time, the crowds of hopefuls around Claire broke into murmurs that ranged from anguished to angry, she said. She remembered one family whose daughters seemed especially upset, spurring the mother to jump into emergency action trying to calm the girls as the admissions presentation continued.

“A lot of kids my age can’t set a path right now for what they should be prioritizing when they’re applying for schools,” Claire said. “So there is definitely more panic.”

An earlier version of this article included incorrect information about the rise in the number of students who have taken the SAT since a drop sparked by the pandemic. The number of students taking the test reached 1.9 million for the class of 2023, about 300,000 fewer than for the class of 2019. The article has been corrected.