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How to Write a Resume That Stands Out

You finally found it! The perfect job for you. Now, all you have to do to get the process started is to submit your resume. The problem is that hundreds of your peers are probably thinking exactly the same thing. How do you stand out?

You finally found it! The perfect job for you. Now, all you have to do to get the process started is to submit your resume. The problem is that hundreds or even thousands of your peers are probably thinking exactly the same thing about exactly the same job. So how do you create a one-page document that will make you and your accomplishments stand out from the crowd?

Your resume is a key part of the job application process: it is the first document that an employer reviews to determine whether they will interview and eventually employ you. Remember that employers often have very limited time to perform this duty. Crafting a strong resume really matters!

Resumes communicate who you are and what you have accomplished. They may be the only document an employer sees to evaluate your record before making a decision to move forward with your application, or they may be used in conjunction with resources like LinkedIn or professional networking profiles and/or a cover letter. A resume that “stands out” in a positive way is one that has been written thoughtfully, clearly and concisely, effectively communicating your abilities and strengths in a very brief space.

Six basic tips will help you build an outstanding professional resume. Note that resumes may vary by professional field (e.g. engineering vs. non-engineering), by location or by other factors such as professional degree. These tips are designed around some of the most common sections and most useful points for resumes across different types.

Tip 1: How to Write an Education Section that Stands Out

The education section demonstrates that you have the academic qualifications for the position. The key questions you should ask yourself while writing this section is, “Have I clearly communicated the strongest and most relevant aspects of my educational experience?” The next question is, “Is this section organized in a way that is easily readable by the employer?”

The education section is important for all applicants but may be weighted differently depending on how long it has been since you graduated from a degree program. For instance, an employer may have a different level of interest in the educational history of a college senior, compared to someone who has been professionally working for several years after college. Understanding this fact may influence where you choose to place this section on your resume.

In general, you should include all of the higher education that you may have had, including undergraduate, graduate, or professional schooling.  You may also consider including online courses, certificates, and completed programs through companies like Coursera. Most people list their experiences in an order called reverse chronological, meaning that they list the most recent experience first, and work backwards down the page.

For each listed school, provide the full name of the school or online program, the years of your attendance, your major or majors, if applicable, as well as a minor if applicable. Include the type of degree received (e.g. a Bachelor of Arts or Master of Science) and the year of graduation. If you are graduating soon, include the month and year of graduation so employers know when you will be available to work. If you have studied abroad, include the institution, program of study, and any relevant coursework.

You may want to include which semesters you qualified for special academic recognition, if any.  Other special awards, scholarships, or competitive grants can also be listed in this section. If you have non-academic awards, such as for sports or community service, you may choose to create a separate section of your resume for honors and awards.

Tip 2: How to Make the Experience Section Stand Out

Along with education, your experience is one of the most important ways to show that you are qualified for a position. Use this section to clearly convey your strongest professional experiences, whether paid or unpaid. Be sure to give detailed aspects of your roles and responsibilities for each listed position. Emphasize any relationships or similarities between your past experiences and the job you want. You should also include the start and end dates of your involvement with each organization, and any key accomplishments from the role. Don’t forget to include where the company is located, including city and state/province, or even country if different from your home country.

Ask yourself: while involved with the company, did I win any awards, get any special recognition, make new discoveries, start a new program? If so, what happened and what were the results? Quantify your experiences when you can! As the expression goes, “Show don’t tell.” In other words, you can more effectively convey a point by giving concrete examples, rather than through vague descriptions. Consider the following examples.

Instead of:

Improved worker productivity significantly, leading to recognition from upper management.

(A resume reader may ask: What does ‘improved’ mean? What does recognition mean? How much have you improved it by?)

Improved quarter returns by 25%, exceeding projections and leading to the Top Manager Award, given to only one manager in the company per year.

When it comes to language, be honest about your job functions while thinking of professional ways to present your experiences.

Sometimes people fall into a trap of thinking that their job or internship experience won’t sound impressive enough to list. The job may have felt like “sitting at a desk, answering the phone.” True, but you may have been performing other responsibilities or developing useful job-related skills without realizing that you were!

When you were at a desk, were you at the FRONT desk? Were you the only person or the main person in this position? Were you overseeing anything while you were sitting there? Were you the sole person responsible for any tasks? Did you have to learn how to deal calmly and confidently with any customer issues? Did people occasionally ask you to take on additional responsibilities, even for a short time?

It is fair to say that a person sitting at a front desk, may have been MANAGING the front desk, or even managing the desk when the person’s boss was away. Time during which an individual is placed in charge of a business or an office, even if for a limited time, can convey responsibility to a prospective employer.

Look at your accomplishment bullet and ask yourself:

• What did I do in the job?
• Using what?
• To what extent or impact?

Sometimes you may need to pare down your list in order to avoid making your resume too lengthy. Try to select the accomplishments based partly on how impressive they are and partly on how well they relate to the position you want. To describe your experience, always use more than one sentence or bullet. That said, word economy in your bulleted descriptions is also important. Try to keep each bulleted description or sentence to one or two lines at most. You can often rephrase a description, eliminating words while keeping the meaning. The more information you can present clearly and concisely within the short resume format, the more the employer will understand what you can do for them.

Remember that by providing relevant details in each statement of your experience, you will give the employer enough information to evaluate you and also provide them with ideas of what they might want to discuss with you in an interview.

Tip 3: How to Create a Leadership and Activities Section that Stands Out

For many people, especially students and recent graduates, a Leadership & Activities section can be a fantastic differentiator for your resume. If you have not been in the workforce for long, or if you have only worked summers and part-time, then you may not have much relevant content to add to your Experience section. A strong Leadership & Activities section can help you fill that gap while also telling an employer something about you as a person.

When creating the section, you should first consider what student organizations and activities you would want to include. Then, you should consider what you would want to write about each one. In general, this section is much like the Experience section, except that it is about what you have done in a personal, rather than professional, setting.

Of course, because student organizations and activities are personal, you should be careful about which ones you choose to list; they should be appropriate to a professional setting. For example, you should probably not choose to share that you were chosen “Top Drinker” of your college’s “Beer Keg of the Day” club. On the other hand, if you volunteered at a food bank, wrote for a school publication, or had a membership in an honor society, those accomplishments would be worth sharing.

Most importantly, you should include student organizations and activities where you have made significant contributions or held leadership positions. Just as you did in the Experience section, you should think about what you did in the organization, any responsibilities you had, any skills you used, and any knowledge you gained. If you made improvements to the student organization or activity, definitely include concrete examples. Make sure to consider if any of your experiences with student organizations and activities could be related to the position you are applying for. Could any of the skills you have learned be useful in the job?

Because student organizations and activities can offer students leadership opportunities and experiences that are often limited to experienced professionals in companies, this section is your chance to show not only that you are qualified for the position but that you have even greater potential. Make the most of this opportunity to show the employer what you can do!

Tip 4: How to Highlight Your Skills

Another important component of what defines an attractive candidate in the modern economy is their skill set. Because employers want people who can quickly start being productive, they care about what skills a job prospect has, particularly in certain technical fields. In most cases, skills are incorporated into the Experience section, if you acquired skills as part of your internship or job, and in the Education section, if you obtained the skills through coursework, research, or projects. Sometimes people with additional skills, such as technical skills, foreign language, or certifications obtained outside of university, will place them into a separate section at the end of the resume. Whichever format you choose, you still need to emphasize the skills you have, so that an employer can easily see how you can help them.

You should ask yourself a few important questions. What skills do I have? What skills are my target employers looking for? Are my skills hard skills (i.e. technical, like computer programming) or soft skills, such as the ability to listen?

Make a list! Separate the skills into hard skills and soft skills. What skills are most in demand (on both lists) for the position you are interested in (One good way to decide this is to look at job listings for many similar positions and note how often a particular skill is listed.)? How can you highlight your proficiency in these skills?

Lead with your strongest skills and/or the ones that seem the most marketable. Let’s say you know the programming language Python. How well do you know it? How many years have you used it? Do you have any specialized knowledge and ability that may set you apart from a competing applicant? Do you have demonstrations of your work anywhere for a prospective employer to see?

Here’s an example of a skills entry that might be included into the Experience section:

Programming: 8 years of experience with Python and similar scripting languages, wrote MyFirstPythonProject software available on GitHub

Useful tip: Artists may have portfolios for their artistic work. Examples of appropriate work, such as for coding, may not be a bad idea to have available in addition to a resume!

Even if your field is not technical, you may still have important hard skills. Do you have experience with popular office software, such as Excel, PowerPoint, or Access? Do you know any foreign languages, even at a basic level? Think about not only what might be required in the day-to-day performance of the job, but what other skills could potentially be useful to the employer.

You will want to include all the relevant skills to demonstrate your qualifications, without including too much less-relevant information which could distract from your message. Think carefully about which skills you want to include, and which could be left out. Remember to choose your words economically to maximize content in a minimum of space. With a little effort, your skills details can transform your resume from a simple list of accomplishments to a document that gets an employer thinking about all the great ways you could contribute!

Tip 5: Formatting and Making the Resume Look Professional

Believe it or not, the appearance and organization of a resume can greatly affect the response. The first hurdle for any resume is to get the employer to read it. An attractively presented, concise resume is easy for a recruiter to pick up. On the other hand, if a resume is 5 pages, written in 6-point font, a prospective employer may not think that it is worth the time to find a magnifying glass and read it. In most cases, a resume should not exceed one page (sometimes two pages, mostly for more experienced candidates, or in scientific and technical fields where publication lists can be lengthy), which has a few key sections that are separated from one another or clearly delineated.

Here are some suggestions to make the format stand out positively:

• Use 10-12-point font or larger. (10 point may even sometimes be too small, and the choice can depend on the chosen font.) Your audience should easily be able to read the size of the writing. Often prospective employers may not have perfect vision, so readability may create problems if the text is too small.
• Use a clean, professional-looking font. Don’t use fonts that are overly artistic and hinder the ability for the reader to understand them. Some find fonts like Times New Roman most clearly readable; others find competing fonts better. The font is just an aspect of the writing; don’t let it overpower the words themselves.
• Use respectable margins. Don’t try to deviate too much from 0.5 margins at either side. Also, don’t make the margins too large, beyond 0.75 or 1 unit on either side. Around 1 unit on the top and bottom should be acceptable.
• Use adequate spacing.
• Abbreviate months of employment.
• Include proper contact information. Most people include full name, address, email address and at least one phone number at the top of the document.

Tip 6: Revision and Review 

One of the most important steps to writing a good resume is having others you trust look it over. A small spelling or grammar error on a resume could cause problems by making it seem like you lack attention to detail.

You can start with standard spelling and grammar checking programs. However, while these programs are very helpful, they are not enough by themselves. For example, the programs may not flag errors with homophones (e.g. hair and hare). They also have difficulty with uncommon, technical, or foreign words that may not be in their dictionaries. In addition, they are not looking for formatting inconsistencies or at the overall appearance of the resume. While computer programs can help with many issues, there is still no substitute for the human eye.

Start by printing a copy of your resume and looking for errors and inconsistencies yourself. Then, present copies to others along with a description of the job or educational opportunity that you are applying for. When presenting your resume to others, consider at least two kinds of people: a peer, and an experienced professional or teacher. Each may identify different issues with the resume.

Ask the reviewers to provide two types of notes: technical revisions and feedback on the writing, organization and effectiveness of the resume.

Once you get feedback, discuss it with them for a few minutes. Remember, don’t take constructive criticism personally! They are trying to help you, and their points of view may be similar to that of the employer. Your goal is to create a resume that most people will appreciate.

Once you obtain proper feedback, you can work on improving your resume. Try to incorporate your reviewers’ suggestions. Their ideas may even make you think of other ways to improve your resume! Most importantly, always remember that once you have made your revisions, review your resume again before you send it out!

The stronger your resume, the better your chance of getting an interview and landing a meaningful job. Just by following these simple tips, you will be well on your way to resume success, creating a clear, detailed, and concise document designed to impress employers. So, get writing and get yourself noticed!

A good resume can help you land an interview, but even minor errors can take you out of the running.  Schedule an appointment with a counselor  to ensure it will be effective.

Quick Resume Tips:

• Use the position description to decide what to include.
• Pick a standard and consistent format.
• Describe your experiences with specificity and strong action verbs.
• Record accomplishments and contributions, not just responsibilities.
• Revise carefully!
• Don’t include personal information about your age, religion, health or marital status.
• Photos are generally not preferred for U.S. resumes.
• Typically, you will not be expected to share past salary information on a resume.
• Employers assume that “references will be available upon request,” so you don’t need to include them on your resume unless asked.
• Employers may use keyword scanning on resumes, so know what words are relevant to the industry and position and ensure they appear in your resume.

Resumes/CVs

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How to Address a Resume Gap When Switching Careers

• Rebecca Knight

The do’s and don’ts of navigating a career transition that’s taking longer than you hoped.

The prospect of a new career can hold a sense of excitement. But what should you do if your job search has become a disheartening slog and the gap on your resume just seems to be growing wider by the day? What can you do to protect your mental health and rekindle your optimism for the future? In this article, the author offers practical advice  to help you navigate your career switch when you’re worried about a widening gap on your resume. 

You likely felt a surge of excitement when you made the decision to switch careers . But what should you do if your job hunt starts to become a tedious and disheartening slog — and the  gap on your resume is growing wider by the day? How can you address your extended absence from the workforce without making excuses? And how can you stay motivated and resolved in the face of setbacks?

• RK Rebecca Knight is a journalist who writes about all things related to the changing nature of careers and the workplace. Her essays and reported stories have been featured in The Boston Globe, Business Insider, The New York Times, BBC, and The Christian Science Monitor. She was shortlisted as a Reuters Institute Fellow at Oxford University in 2023. Earlier in her career, she spent a decade as an editor and reporter at the Financial Times in New York, London, and Boston.

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Harvard announces return to required testing

Leading researchers cite strong evidence that testing expands opportunity

Students applying to Harvard College for fall 2025 admission will be required to submit standardized test scores, the Faculty of Arts and Sciences announced on Thursday. This new policy will be applied to the Class of 2029 admissions cycle and will be formally assessed at regular intervals.

For the Class of 2029 admissions cycle, Harvard will require submission of scores for the SAT or ACT. In exceptional cases in which applicants are unable to access SAT or ACT testing, other eligible tests will be accepted.

In a message to the FAS community on Thursday, Edgerley Family Dean of the Faculty of Arts and Sciences Hopi Hoekstra foregrounded “a number of factors” that underscored the decision.

“Standardized tests are a means for all students, regardless of their background and life experience, to provide information that is predictive of success in college and beyond,” she said. “Indeed, when students have the option of not submitting their test scores, they may choose to withhold information that, when interpreted by the admissions committee in the context of the local norms of their school, could have potentially helped their application. In short, more information, especially such strongly predictive information, is valuable for identifying talent from across the socioeconomic range.”

In research published last year, Harvard Professors Raj Chetty and David J. Deming and co-author John N. Friedman used data from more than 400 institutions and about 3.5 million undergrads per year to better understand socioeconomic diversity and admissions. Standardized tests emerged as an important tool to identify promising students at less-well-resourced high schools, particularly when paired with other academic credentials.

“Critics correctly note that standardized tests are not an unbiased measure of students’ qualifications, as students from higher-income families often have greater access to test prep and other resources,” said Chetty, the William A. Ackman Professor of Public Economics and director of Opportunity Insights . “But the data reveal that other measures — recommendation letters, extracurriculars, essays — are even more prone to such biases. Considering standardized test scores is likely to make the admissions process at Harvard more meritocratic while increasing socioeconomic diversity.”

Deming, the Kennedy School’s Isabelle and Scott Black Professor of Political Economy and a professor of education and economics at the Ed School, pointed to access as a key issue.

“The virtue of standardized tests is their universality,” he said. “Not everyone can hire an expensive college coach to help them craft a personal essay. But everyone has the chance to ace the SAT or the ACT. While some barriers do exist, the widespread availability of the test provides, in my view, the fairest admissions policy for disadvantaged applicants.”

In June 2020, as the pandemic severely limited access to standardized testing, Harvard began a test-optional policy under which students could apply to the College without submitting scores. The admissions cycle for the Class of 2028 was the fourth for which students were able to apply without submitting test scores. However, admissions has welcomed applicants to submit test scores, and the majority of those who matriculated during the past four years did so.

“Test scores can provide important information about a student’s application,” said William R. Fitzsimmons, dean of admissions and financial aid. “However, they representonly one factor among many as our admissions committee considers the whole person in making its decisions. Admissions officers understand that not all students attend well-resourced schools, and those who come from modest economic backgrounds or first-generation college families may have had fewer opportunities to prepare for standardized tests.”

In recent years, nonprofits such as Khan Academy have offered robust test-prep tools at no charge. In her message, Hoekstra said that access to testing should never prevent a student from applying to Harvard, and included information for those who may not be able to access the SAT or ACT, as well as tools such as Schoolhouse.world and other sources for no-cost tutoring and no-cost test preparation.

“We recognize that in parts of the United States there may be fewer students than in the past taking SAT or ACT for their state universities — and international applicants can also face barriers to testing,” said Joy St. John, director of admissions. “We hope that promising students faced with such challenges will still apply, using alternative forms of testing.”

Said Hoekstra: “Fundamentally, we know that talent is universal, but opportunity is not. With this change, we hope to strengthen our ability to identify these promising students, and to give Harvard the opportunity to support their development as thinkers and leaders who will contribute to shaping our world.”

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Harvard to resume standardised testing in admissions

Giving a major push to a growing trend, ivy league institution concludes that using the sat and act produces a net gain in equity.

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Harvard University will resume its standardised testing requirement with next year’s admissions cycle, giving a high-profile boost to a growing trend of institutions concluding that the once-maligned tool looks better than its more regressive alternatives.

The Ivy League institution said it had made its decision – a reversal from a previous commitment to keep its test-optional stance for at least two more years – in part because of research by its own experts, who found that equity is improved when standardised tests are part of a wider set of considerations.

“Admission officers understand that not all students attend well-resourced schools,” Harvard’s dean of admissions and financial aid, William Fitzsimmons, said in announcing the shift, “and those who come from modest economic backgrounds or first-generation college families may have had fewer opportunities to prepare for standardised tests.”

That assessment is similar to the reasoning offered by another Ivy League institution, Dartmouth College , when it announced in February that it would resume using standardised tests in admissions. Several other institutions have joined in, including Yale and Brown universities.

Campus resource: How to ensure college admissions are equitable and accessible

Selective admission institutions in the US had been gradually moving away from standardised testing requirements in recent years, concerned that the exams harm low-income and minority students because the questions make biased assumptions and because wealthier students can afford professional preparation and the cost of repeated test attempts.

That position strengthened during the pandemic lockdowns to the point where the overwhelming majority of US colleges and universities were not requiring the exams, which commonly include the SAT and ACT.

But with the reconsideration led by Dartmouth and others – now including the symbolically important position of Harvard – opponents of standardised testing have expressed alarm that standardised testing is regaining traction.

The nation’s leading critic of standardised testing, the National Centre for Fair and Open Testing, or FairTest, has insisted that nothing fundamental has changed about the realities of such tests . “Using the SAT as the gatekeeper for higher education,” FairTest argued in response to the rising number of reversals, “turns out to test one thing above all else: existing station in life.”

Yet Harvard is home to some leading experts on race and economics, including Raj Chetty, a professor of economics whose team has assembled data showing that SAT and ACT scores strongly predict long-term student outcomes in college. Dartmouth cited Professor Chetty’s work, along with that of its own experts, in explaining its decision, and Harvard has now done the same.

In a statement accompanying Harvard’s announcement, Professor Chetty said he agreed that standardised tests were not an unbiased measure of student qualifications. “But the data reveal that other measures – recommendation letters, extracurriculars, essays – are even more prone to such biases,” he said. “Considering standardised test scores is likely to make the admissions process at Harvard more meritocratic while increasing socioeconomic diversity.”

Harvard has faced especially high scrutiny of its admissions policies arising from a lawsuit over its use of racial considerations in its admissions process – a practice that was long endorsed by the US Supreme Court until last year, when the now conservative-majority court reversed its position. Harvard, however, has also refused to end its practice of granting admissions preferences to students with alumni and donor ties – a group that is overwhelmingly white and has been accounting for more than a third of its entering class.

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Hiring managers are bored of seeing these résumé clichés. Here's how you can avoid them.

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• Job applicants can undersell themselves with tired tropes in their résumé.
• It's better to view it as a marketing tool, said career coach Jenny Foss.
• She said the mistakes she sees include using jargon and listing every job they've had.

Your résumé and cover letter are a hiring manager's first impression of whether your skills and experience match the job you want.

Jenny Foss, a career consultant and author of " What to Do (and NOT Do) in 75+ Difficult Workplace Situations ," said too many candidates fall into cliché that bore recruiters and undersell applicants.

She listed three mistakes to avoid.

1) Listing only your duties and responsibilities

Foss finds the majority of her clients undersell themselves to potential employers because they focus on writing the duties and responsibilities they've held in a role without highlighting the impact they've had or the outcome they've delivered.

"A lot of people tend to assume or fear that, if they don't have obvious quantitative results, then they can't share it because there are no numbers to highlight," Foss said, adding that qualitative results count just as much.

For example, you could highlight how you've transformed a team as a leader, she said.

To highlight your impact, Foss recommended going through each bullet point of your résumé and asking: "So what? Why am I sharing this?"

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If you've said that you manage Fortune 500 companies, for example, she said, ask yourself: "What's the significance of that? What's the outcome?"

You should show the business significance of what you have done in a role and why it matters to the job you're applying for, she said.

2) Jargon and buzzwords

There are certain cliches you see over and over again in résumé, Foss said.

She said candidates should avoid using the terms "detail-oriented," "track record of," and "responsible for" without qualifying them.

"If you're detail-oriented, show me an example in your experience section where your meticulous organizational skills came into play and worked out well," Foss said.

It's best to avoid company-specific jargon and acronyms, too, she said.

3) Including every job you've ever had

Foss said that just because you've done something doesn't mean you need to include it.

You don't have to include a bad job you left after a few months, she said. Or if you're worried that a hiring manager will think you're old if your career goes back too far, you can leave your first job out.

"This is not your autobiography. It is a marketing tool," she said, adding the aim is to give the hiring manager enough information to invite you for an interview .

It's also fine to include a career break in your résumé, whether it was for a sabbatical, childcare, or travel, Foss said. People tend to over-explain them or become apologetic, but there's nothing wrong with stating "career break" or "professionally active career break," she said.

Be unapologetic about it, she said, and move on to focus on your qualifications for the role.

Watch: Marketing leaders from Amazon, LinkedIn, Lego Group and more tell Insider what pandemic-fueled business changes are likely to stick around

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Harvard reinstates standardized testing requirement for class of 2029

Harvard College will once again require applicants to submit standardized test scores, joining a handful of elite colleges that have reinstated testing requirements nixed during the pandemic.

In announcing the policy change Thursday, Harvard cited a growing body of research showing standardized tests can help colleges spot talented students from less- affluent high schools. Yale University, Dartmouth College, and Brown University used the same rationale to restore testing requirements earlier this year; the Massachusetts Institute of Technology revived its standardized testing requirement two years ago.

The move comes as the nation’s top colleges search for ways to maintain racial and socioeconomic diversity on campus without using race as a factor in admissions, which the US Supreme Court prohibited in its landmark affirmative action ruling against last summer.

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Hopi Hoekstra, dean of the faculty of arts and sciences at Harvard, said standardized tests help colleges predict student success regardless of a student’s background. Students who did not submit test scores, she said, may have unintentionally withheld information that could have strengthened their overall application.

“Fundamentally, we know that talent is universal, but opportunity is not,” Hoekstra said in a statement Thursday. “With this change, we hope to strengthen our ability to identify these promising students, and to give Harvard the opportunity to support their development as thinkers and leaders who will contribute to shaping our world.”

The college dropped its standardized testing requirement in 2020, as the COVID-19 pandemic limited some students’ access to the tests. Applicants had the option of submitting ACT and SAT scores to supplement their applications. The majority of students who matriculated at Harvard in past four years did so, even though it wasn’t required, according to the university.

Critics have long asserted standardized tests are biased toward students from wealthier families, who are more likely to take expensive test prep classes and have better educational opportunities overall.

Earlier this year, however, research by the Harvard-affiliated Opportunity Insights group found that standardized exams can help identify standout applicants from low-income backgrounds whose raw scores might not be as high as upper income students’, but who outperform their classmates. That lined up with some earlier studies, including one from a committee at the University of California system , which found tests like the SAT were more likely to predict student achievement than high school GPAs.

Opportunity Insights also found that preferences toward legacy admissions and student athletes do more to restrict diversity than requiring standardized tests.

Raj Chetty, a Harvard professor of economics and the director of Opportunity Insights, said in a statement that it’s true standardized tests are biased toward students from higher-income families, who may have greater access to test prep resources.

“But the data reveal that other measures — recommendation letters, extracurriculars, essays — are even more prone to such biases,” Chetty said. “Considering standardized test scores is likely to make the admissions process at Harvard more meritocratic while increasing socioeconomic diversity.”

David J. Deming, academic dean of the Harvard Kennedy School, said the widespread availability and the universality of the tests help ensure fairness, though some barriers still exist.

“Not everyone can hire an expensive college coach to help them craft a personal essay. But everyone has the chance to ace the SAT or the ACT,” Deming said in a statement.

Phillip Levine, a Wellesley College economics professor and expert in the business of higher education, said Harvard’s move is more evidence that elite colleges are moving back toward the SAT requirement.

“Clearly, this is going to start filtering down to other institutions as well,” he said.

But Levine said it was too early to say whether less-exclusive schools would follow Harvard and the other Ivies’ lead.

“You get more applications if you don’t require the SAT. So in a world in which you’re seeking more applications, reinstituting the requirement may not be advantageous for you,” he said. “At the top end of the market, where you’re less worried about applications, that is less of a problem.”

Bob Schaeffer, director of public education at the National Center for Fair & Open Testing, a nonprofit that tracks and critiques standardized exams and testing companies, said he did not anticipate Harvard’s policy change would create waves among colleges nationwide.

“The Ivy League and the other super-selective schools are exceptions to the general rule,” he said.

Schaeffer said other schools will likely closely monitor diversity and student success data at Harvard and elsewhere throughout the next academic year before determining whether to revive their own testing requirements.

In a survey of more than 200 of the nation’s top test-optional liberal arts colleges and universities conducted by education services company Kaplan Inc., which offers test preparation courses for the ACT, SAT, and others, around 15 percent said they were considering reinstating standardized testing requirements, according to Kaplan. Around two-thirds of surveyed schools said submitting an ACT or SAT score helps students’ applications.

For applicants without access to the SAT or ACT, Harvard said it will accept a handful of alternative tests , including Advanced Placement exam results and International Baccalaureate scores.

Joy St. John, Harvard’s director of admissions, said there may be fewer students taking the SAT or ACT than in the past, and accessing those tests can create barriers for international applicants.

“We hope that promising students faced with such challenges will still apply, using alternative forms of testing,” St. John said in a statement Thursday.

Levine said having a wider scope of application materials allows admissions counselors to weigh the strengths and weaknesses of different metrics, which is overall beneficial to the system.

“Regardless of how you think about it, there’s no such thing as a perfect measure of who you should accept,” Levine said.

Daniel Kool can be reached at [email protected] . Follow him @dekool01 .