We support Koljatic, Silva and Sireci's (2021) call for socially responsible assessment, however we disagree that their suggested steps in this direction are sufficient to alleviate the equity concerns associated with higher education admissions testing. Where We Have Been: Measuring Individual Achievement With the introduction of the ACT in 1959 and more recent content- and construct-based changes to the SAT, perspectives on the role of higher education admissions tests in advancing racial equity evolved. Due to the systematic group differences in performance on college entrance tests, we agree with the decisions of those colleges and universities that are now removing or notably limiting these tests as the gatekeepers to admission. Instead, we embrace the perspective that the consequences of test use must bear directly on decisions about the fairness, equity, and appropriateness of a testing program. [Extracted from the article]