It's hard to imagine that a student wouldn't be better served by doing an hour's worth of homework every night during high school than taking the most well-regarded and expensive SAT-preparation classes.
In addition to making high school teachers the judge and jury of a student's college prospects, Mount Holyoke will continue to rely on "an evaluation scheme that rates high schools in terms of academic rigor." Is Mount Holyoke going to send auditors to every high school in the nation each year to determine their comparative "academic rigor"? The only plausible method of comparing the academic rigor of high schools across the nation is, of course, by comparing student scores on the exact same test. The SAT, for example.
More to the heart of the matter, it is plainly nonsense that there is some vast, inscrutable intelligence that is impervious to standardized testing. If intelligent people can't express their intelligence verbally or mathematically, how exactly do we know they're so intelligent?
It is true that some percentage of bright people really do not test well, but most of the time the only thing about "common man's intelligence" that is indubitably true is that it is common. The concept of some ephemeral, elusive nonverbal intelligence simply allows one to impute intelligence to anyone who strikes your fancy.
The SAT was originally conceived of as a way to replace class with merit, to give the smart poor students an equal chance with the Locust Valley Lockjaw set. But now the new elite -- the high SAT-scoring elite -- is trying to make itself hereditary. Accidents do happen and there really is such a thing as regression toward the mean, so the child of two Harvard Law School graduates might only be able to get in to the Kennedy School, which is a fearful comedown in the new class structure.
That's why the last decade has been witness to an amazing uptick in fancy "learning disabilities" (so oddly prevalent among dumb children of the rich). And that's also why there has been a sudden offensive against standardized tests on the basis of the lunatic complaint that the SATs are incapable of calibrating important but completely unmeasurable characteristics like "motivation."
Eliminating standardized tests allows the cognitive elite to manipulate the soft stuff in ways the less-often-washed cannot. Mount Holyoke has accomplished nothing more than replacing a tyranny of merit with a tyranny of privilege.