Where the lines are drawn: English language proficiency tests in international student admissions at U.S. research-intensive universities

Abstract

Over one million international students are enrolled in higher education institutions in the U.S. To be admitted into one of these degree-granting institutions, many of these students must demonstrate sufficient English language proficiency (ELP) – often with a test score. Previous research on ELP tests has shed light on how scores correlate with academic success and how institutions make decisions about minimum required scores, but the extent to which U.S. institutions vary in their use of ELP tests in international admissions is not well understood. In this study, we examine ELP test policies across all U.S. research-intensive, doctoral-granting-degree institutions (Carnegie R1) for (a) general undergraduate admissions, (b) general graduate admissions, and (c) graduate admissions in three specific fields (applied linguistics, computer science, and business administration). Results show that 32 different ELP tests were being used for admissions. The most commonly accepted ELP tests were TOEFL iBT, IELTS Academic, Duolingo English Test, and Pearson Test of English Academic. A wide range of unconditional and conditional cut scores was found across institutions. Subscore requirements were not included in many admissions policies. Finally, institutions requiring higher TOEFL iBT cut scores tended to be more prestigious, selective, had larger proportions of enrolled international students and higher six-year graduation rate for international undergraduates.