Such an odd product space at this time, they'll probably never be used outside of education.
It really seems like corruption of the College Board (and many other western educational institutions) at this point...
Especially since (at least in my experience) basically none of the math courses at University level involve a calculator.
The first university I went to allowed calculators and required TI nspire for calc 2. When I transferred the second university did not allow graphing calculators and covered half the content in the same period of time. (calc 2 content was covered in calc 1 at first university)
A lot of non-math courses (e.g., in the sciences) at University level involve numeric computations that want some type of calculation device to avoid needless pain, and the math that is tested on the SAT feeds into those courses as well as math courses.
And to be honest, you don't really need one of those fancy expensive TI graphing calculators to do all those physics/chemistry problem sets. You just need a good-enough scientific calculator (for example, a cheap Sharp one you can get for $20 bucks) and there would be almost no difference in the time it takes to finish your homework.
If the test-taker can discard mistaken answers because they don't look like the kind of answer the test designer would choose, the test diverges from testing for the desired skills.
sin(x) = y
for a variety of values of x.
Or, even nicer -- instead of having a correct numerical answer, they could write the answers as formulas. Then you wouldn't need to know the actual values at all. (Then again, this could also be a pain).
But some combination of the two should be possible without needing manual computation.
Even if getting the answer needs a calculator the process to get to that point is still testing the algebraic/calculus/trig/geometry skills the test is supposed to test. You can often get rid of the need for a calculator by formulating the questions carefully so the numbers are simple to work with but sometimes you can't do that easily.
You can also just accept cos(70°) as a final answer without asking students push buttons on a calculator.
For more advanced students you could teach them to calculate even weird values like 70° using a few terms of the Maclaurin series for cosine:
cos(x) = 1 - x^2/2 + x^4/24 - x^6/720 + O(x^8)
But that's all beside the point. Mathematics education should focus on understanding and applying the concepts, not using technology. The educators' rationale that "students need to learn how to use technology" doesn't really hold water when it comes to calculators. It's far easier to teach someone with a degree in mathematics how to operate a calculator, having never used one, than it is for someone totally dependent on a calculator for even basic calculations to obtain a math degree.
If anything, a calculator is under-equipping students in an exam. Anyone using these skills professionally is going to be doing so with tools far more sophisticated than a graphing calculator. We need to be testing their ability to understand and apply principles, not pit hand-calculation skills (which they'll never use in real life) against a stopwatch.
I use the calculator as an extension to my brain, it has a little memory and a lot of quick compute available, I know how it works well enough that it's all muscle memory and invisible to my conscious processing.
If quality scientific/business calculators ever go away I'll be sad.
The adding-Python big screams desperation a little.