The Scandal of Standardized Tests: Why We Need to Drop the SAT and ACT

Sonst. Personen	Soares, Joseph A. (Hrsg.)
Titel	The Scandal of Standardized Tests: Why We Need to Drop the SAT and ACT
Quelle	(2020), (224 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8077-6332-2
Schlagwörter	College Entrance Examinations; Standardized Tests; Culture Fair Tests; Race; Family Income; College Admission; Student Records; Legal Problems; Low Income; Minority Groups; Ethics; Correlation; Scores; College Applicants; College Attendance; Graduation Rate; Criticism; Majors (Students); Advantaged; Access to Education; Higher Education; Racial Differences; California; North Carolina; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Standadised tests; Standardisierter Test; Rasse; Abstammung; Familieneinkommen; Hochschulzugang; Hochschulzulassung; Zulassung; Schülerakte; Niedriglohn; Ethnische Minderheit; Ethik; Korrelation; College applications; Studienbewerber; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Kritik; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rassenunterschied; Kalifornien; Assessment; Eignungsprüfung; Eignungstest
Abstract	This update to "SAT Wars" provides new evidence in the case against standardized college entry tests, including the experiences of test-optional colleges. "The Scandal of Standardized Tests" sheds significant light on key problems such as: (1) Are the tests stronger proxies for race and family income today than they were 20 years ago?; (2) Does going test-optional promote racial and economic diversity?; (3) Are there any differences in academic records between students admitted without test scores and those with them?; (4) How does testing figure into race-sensitive admissions legal controversies?; (5) Why is the College Board's "environmental dashboard" inadequate as a way to create a fair playing field?; (6) How are the odds of attending and graduating from college stacked against low-income youths and racial minorities?; and (7) What does the FBI Varsity Blues sting tell us about college admissions in America? Book features include: (1) Provides 25 years of data on California showing how the correlation of test scores with race has grown over time while their predictive powers have declined; (2) Shows how the disparate results of SAT/ACT scores by race provide grounds for a constitutional challenge to the use of those tests; (3) Provides an overview of our current national situation regarding college applications, attendance, and graduation rates according to family income and college major; (4) Offers a devastating critique of the College Board's "adversity index"; and (5) Includes a national balance sheet on the experiences of test-optional colleges. Following the preface and Introduction: "Toss That Test" by Joseph A. Soares, this book contains the following chapters: (1) Norm-Referenced Tests and Race-Blind Admissions: The Case for Eliminating the SAT and ACT at the University of California (Saul Geiser); (2) Wealth's Influence on College Enrollment and Completion (Paul Fain); (3) How the SAT Creates Built-in Headwinds: An Educational and Legal Analysis of Disparate Impact (William C. Kidder and Jay Rosner); (4) The "Landscape" or "Dashboard Adversity Index" Distraction: A Clumsy Attempt at Damage Control (Joseph A. Soares); (5) The SAT/ACT Optional Admissions Growth Surge: More Colleges Conclude "Test Scores Do Not Equal Merit" (Robert Schaeffer); (6) Wake Forest's Ten Years of Test-Optional Admissions: A Review of Students Who Did Not Submit Versus Those Who Did (Michael DeWitt and Philip Handwerk); and (7) Defining Access: How Test-Optional Works (Steven T. Syverson, Valerie W. Franks, and William C. Hiss). The book includes Final Thoughts: The FBI Sting and Moments that Define a Profession by Jon Boekkenstedt. An index is also provided. (ERIC).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01