<p>Drawing on administrative application data from a selective public flagship university, combined with external datasets on community socioeconomic indicators and high school characteristics, this study investigates whether and how final test-score disclosure decisions among applicants who initially submitted test scores are associated with their educational contexts under test-optional admissions. Using linear probability models and subsample analyses, the findings show that final test-disclosure behaviors are associated with high school characteristics, peer reference patterns, and community income, after conditioning on students’ test scores, individual backgrounds, and other application materials. In most cases, these associations appear broadly consistent across the score distribution, with limited heterogeneity by test score level. These findings offer practical implications for admissions officers, emphasizing the importance of contextual awareness in evaluating applicants under test-optional policies.</p>