The decision for high-stakes exams to be a core part of the admission process has not been without controversy. Current literature on standardized tests has focused on the bias associated with high-stakes exams and how Black students have historically scored low on these tests. Insufficient research exists on how a post-affirmative action and test-centric education system can evolve to become more inclusive. Before adjusting their admission processes, admission officers should conduct further research into potential factors, such as creativity and grit. These factors may not be a predictive measure for college readiness, leading to further inequities in the admissions process. The literature reviewed the implications of high-stakes testing and how affirmative action impacted college admissions in determining whether a potential student is college-ready. The literary analysis investigated what it looked like to move beyond the high-stakes exams and what that would mean for institutions and Black college-going students. The conclusions featured the implications for researchers and practitioners. The findings contribute to understanding how existing admission factors affected Black student admission rates and how removing high-stakes testing impacted admission decisions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]