@twoin18 That’s true, but I think that – despite the frequent complaints! – most American students also see the current system as a way that they can improve their chances; for example, if they feel they aren’t good test-takers, they might use their ECs to show proficiency in a subject.
Maybe it’s a cultural difference? I think the second paragraph of the quote given in the link you posted – “I did not recall my role as that of a social engineer, [and] I did not care if they could row or tap dance” – highlights that well. But like you said, is pure intelligence really the only factor colleges could or should consider? I think many people would argue for both sides. In fact, it does seem that many UK students do feel that the system is biased against them, with Niall Ferguson stating that “the Oxbridge system has long been criticised for admitting too few pupils from state schools or ethnic minorities.”
Personally, I do think that the difficulty of the SAT/ACT is relevant. Few students take the AMC, and that only applies to math. Harder tests would only increase the pressure most students face, and quite frankly, it’s up for debate whether the ACT/SAT are even valid measures of intelligence; overall, yes, but it would be difficult to make a test that differentiates students at the highest levels without making it too much like either AP tests or IQ tests.
It’s just a different system.