Think Again: "College Admissions Exams Drive Higher Education Inequities"

Autor/in	Tyner, Adam
Institution	Thomas B. Fordham Institute; Thomas B. Fordham Foundation
Titel	Think Again: "College Admissions Exams Drive Higher Education Inequities"
Quelle	(2023), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Barriers; Equal Education; Minority Group Students; College Admission; College Entrance Examinations; Higher Education; Educational Attainment; Disadvantaged; Admission Criteria; College Applicants; Scores; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Aufnahmeprüfung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsabschluss; Bildungsgut; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; College applications; Studienbewerber; Assessment; Eignungsprüfung; Eignungstest
Abstract	The SAT and ACT have held a controversial place in American education for generations. The conventional wisdom has come to suggest that these college entrance tests are harmful to educational equity because they discriminate against students from low-income families and other students whose backgrounds may put them at a disadvantage, such as Black, Hispanic, or Native American students. This brief challenges the notion that college admissions exams are at the heart of inequities observed in college admissions, higher education attainment, and broader social disparities. More specifically, the brief addresses five ideas that have become conventional wisdom in some quarters: "College admissions exams are racist," "College admissions exams limit students' pathways into quality higher education," "Other parts of college application packets promote equity better than entrance exams," "Admissions officers should just focus on grades," and "The future of college admissions is 'test optional.'" (ERIC).
Anmerkungen	Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01