Do we have anything more recent than 1972 that indicates that the current tests have sizable problems, and how large the problems are? There have been repeated efforts to address the problems that you're talking about. The efforts may have failed, but to know what to do don't we need to know whether or not they actually failed?

For instance, there is some modest correlation between SAT test score and college GPA (e.g. https://www.latimes.com/california/story/2019-12-22/grades-vs-sat-scores-which-is-a-better-predictor-of-college-success). Is that correlation even lower (or absent) for members of traditionally disadvantaged groups? That would be a telltale signal that the test is measuring something irrelevant.

Of course all tests are imperfect measures of ability, and there is some case to be made that ability isn't the only relevant criterion for gaining a scarce resource, even if that resource delivers benefits in proportion to ability.

You quote, "students of color score lower on college admissions tests", but don't actually explain whether the problem is that the education system and maybe the rest of society has failed them already, so they're not living up to their potential (in which case we need to find better ways to deliver superior educational opportunities earlier!), or whether they are just as equipped as the higher-scorers to benefit from a demanding university environment (with scholarship) but the tests incorrectly suggest that they're not.

If you get it wrong, it's not merely neutral. You can end up hurting the very people you mean to help by, for instance, removing a more objective (if noisy) measure of ability that bypasses personal bias that might have colored their entire GPA.

So it would be a very good idea to look for modern research and see if there is any that clearly distinguishes causes and effects so we know where to focus our effort.