Marshall Hopkins Dr.

Dietel-McLaughlin MM Writing and Rhetoric 11 November 2012 Scores Dont Matter

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Most people have heard the phrase, Age aint nothing but a number. A Standardized Aptitude Test (SAT) score, now named the SAT Reasoning Test, can be looked at in the same manner. Many colleges today have requirements that a student must fulfill while applying to their schools. Most common items along with the application include a high school transcript, SAT scores, recommendations, essays, and maybe even an interview. Although colleges and universities consider all of these categories, the predominant piece of information they consider is the SAT score. For elite colleges if a score is average to high it makes it harder for an Admissions Office to make a decision. If the score is poor, it makes it easier for them to deny. SAT scores are merely numbers and for minorities, such as African-Americans, claims have been made that the bar for the scores should be lowered, according to the Florida State Board of Education. SAT scores do not measure intelligence nor do they measure the predicted success of a college student, therefore Admission offices should stress more on the other areas of an application. African-American students tend to get lower SAT scores than Caucasians; however; instead of lowering the bar for African-American students, the Board of Education should create resources such as SAT Prep should be made more available and less costly so all students are getting an equal opportunity. It is important to discuss a bit about what the SAT test is, why students take it, and some history behind it. The SAT is a college entrance exam that most colleges require students to take

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in order to gain admission to their chosen universities. The test was believed to be created around the year 1920 with the first SAT takers being a group of high school students in the year 1926 (SAT History). The test has progressed to become one of two crucial college entrance exams along with the American College Test. The SAT test was designed primarily to assess aptitude for learning rather than mastery of subjects already learned. For some college officials, an aptitude test which is presumed to measure intelligence, is appealing since at that time [and currently] intelligence and ethnic origin are thought to be connected, and therefore the result of such a test could be used to limit the admissions of particularly undesirable ethnicities (Jacobsen). The SAT test has transformed greatly over the years. The SAT tests skills in reading, writing, and mathematics in 10 timed sections plus an essay writing section. When the SAT test was first administered, only 8000 high school seniors were taking the test and in 2012 that number has increased to approximately 1.5 million (Jacobsen). The SAT has become the most popular college admittance examination. The SAT test assesses a persons reading, writing, and mathematical skills; however, it does not measure the level of intelligence that a person contains. Many people would agree with the misconception that theres a correlation between SAT scores and brainpower. For example, a person with a high SAT must be brilliant and someone with a lower score must be stupid. This is far from the case. Years and years of research have been done to prove that the standardized tests in which Americans have placed so much trust in have not proven to be particularly trustworthy indicators of individual human potential (Sacks 201). What a high SAT score essentially indicates is that the test taker was prepared to take the test and understands how to take the exam. There are certain strategies that a student can learn in order to help them get the highest scores they possibly can. Helpful strategies involving timing, guessing, and how to

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answer multiple choice questions can help a student maximize his or her score. By obtaining a perfect score of 2400, it does not necessarily mean a student should be labeled a genius. Yes, getting a perfect score on the SAT is commendable, but the actual significance of it is that the student only mastered the test. Research has shown that there is a correlation between SAT scores and ethnic groups. For example, Caucasians tend to get higher SAT scores than African-Americans. Out of the Math, Critical Reading, and Writing sections, the Mathematics and Critical Reading sections tend to take precedence. Some colleges will only consider these two scores when considering a student for their University. According to The Journal of Blacks in Higher Education, Caucasian students have scored an average of 204 points greater than African-Americans (Widening Racial Scoring Gap), and thats not considering the Writing section, which is the third component of the test. There can be much to say as to why African-Americans do not score as highly as Caucasians do. Once again going by the argument that SAT scores do not measure intelligence, these statistics do not guarantee that the Caucasian race is more intelligent than African-Americans. This simply means that the standard is that Caucasians are more prepared to the SAT test compared to African-Americans. This could be for a number of reasons. AfricanAmerican poor scores could be a result of their academic success being ridiculed by their peers. According to Steady Gains and Stalled Progress, test scores may be sensitive to not only the familys own income, but also other factors related to the familys socioeconomic status, such s neighborhood characteristics, peer characteristics, and characteristics of the schools children attend (Magnuson and Waldfogel112). African-Americans are often perceived as acting white for doing well and obtaining good grades. Another reason that may affect an African-Americans chances of a good score on the SAT can be the language of exam. The dialect on the SAT

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Reasoning test is Standard American English. This would make it very difficult for an AfricanAmerican student who speaks Ebonics, which according to most linguistics is in fact a dialect. According to Ralph Fasold, professor at Georgetown University, When linguists refer to Ebonics as a dialect of English, they intend to make a simple to understand statement that the dialect Ebonics is one of a number of equally orderly dialects of English, including the standard one. Students with parents who have a post-secondary schools backgrounds also tend to score higher on these standardized examinations (Widening Racial Scoring Gap). There has also been marked a correlation between SAT scores and family incomes. Students in families that have higher incomes usually receive SAT scores. African-Americans are being put at a disadvantage from the very beginning. Getting a low SAT score does not mark a student dumb, stupid, or foolish in any way. There are various influences that can affect a test takers score other than the level of intelligence that he or she may encompass. For instance, taking an SAT test while sick is a perfect example that can cause effect on how well a student does on their exam. This is often an instance that a student has no control over but will alter how well or poor they do while taking the assessment. Consequently the student will receive a score they feel is not good enough and therefore will have to retake the test. In particular scenarios this may not be an option for a student to retake the test, wait for the scores, and be able to send in a complete application for those pushing college deadlines. In these cases, students have to send the scores, which they have received. Other influences may include factors such as pressure, stress, or even complications a student may be having in their life. Its safe to say that all students are trying to get the best score they when comes to the SAT test. But sometimes their SAT preparation, if not correctly done, does more harm than good. Sometimes while taking the exam a student will consider that the test they are

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taking will pretty much determine the rest of their life. If a person gets good score, that means they will attend a good college meaning they will secure a good career and ultimately acquire a good life. Thinking in this manner will put a large and unnecessary amount of pressure on them to do well and it causes them to do poorly. Another huge factor that plays a role is stress. Most students tend to believe that if they dont complete an entire SAT preparation program then they will not do well on the test. By believing it, students will manage to contemplate on things they dont know instead of relying on the things that they do. These are prime examples of why College Admission Offices should put less reliance in judging how an SAT score portrays how intelligent a student is or is not. Although standardized test scores do not measure intelligence, the performance benchmark should not be lowered for minority students, including African-Americans. In the state of Florida, a strategy has been proposed for educational benchmarks to be employed based on ethnic background. In this proposal, the plan would set higher performance benchmarks for non-Hispanic white students and Asian-American students and lower benchmarks for Hispanic, Native American and African-American students (Gillette). As an African-American, I feel this is an outrageous act and believe that the capabilities of all races and ethnicities are equal. African-Americans nor any other race should feel as if they do not have the same abilities to do what other ethnic groups are capable of doing. Although government officials say that this raising and lowering of the bar has no ties to race, most people can observe that there is. Rick Scott, governor of Florida, released a statement saying The standards set by the State Board must clearly and sincerely acknowledge that all students are capable of performing at grade level regardless of their race or background and that our ultimate goal is to ensure there is no

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achievement gap in Floridas education system (qtd. Gillette). If this were actually the case, there would be no need to raise and lower performance benchmarks for particular ethnic groups. Minority students, specifically African-Americans, who are accepted to elite colleges are there because they belong there. Admission offices do not accept African-Americans or other minorities just to make their numbers look good and appear to be more diverse. In an October issues of The Observer, a campus newspaper at the University of Notre Dame, a controversial article about Under Represent Minorities (URM) was written. The author declares that universities have been accepting URM students who do not ordinarily qualify for admission. He goes on to say that these URM students who show up on campus are less qualified, and therefore are less prepared for college, than their classmates (Pearce). The author claimed his facts and figures were based off of a study of non-URM SAT scores versus URM SAT scores at Duke University. However, qualifications cannot be underlined with SAT scores because there is no correlation between the two. This article seems purely demeaning and as an AfricanAmerican myself, offensive. Nevertheless, in a response to his controversial article, the author states he apologizes for being to insensitive, too vague and too general with [his] arguments that let many people to feel as though [he] were disparaging minority students at [Notre Dame] and elsewhere (Pearce). On elite college campuses and at all schools, African-Americans are just as qualified as everyone else attending that school. Some scholars would completely disagree and claim that SAT scores are an honest measure of intelligence and that there is a correlation between the scores and ethnicity. In the beginning sentence of A Good Intelligence Test, the author declares the SAT works for its intendedpredicting success in college (Hambrick). High School performance gives a better prediction of the anticipated accomplishments of a college student. Then the question comes up

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that if colleges dont take into account an SAT score then what do they have to base their admission decision off of. There are numerous components of a college application that the Admission Offices could take more consideration into. Factors could include more reliance on the writing sections, high school performance, or maybe even require an interview for all prospective students. It is not impossible to personally interview thousands of applicants and then make a decision based off things other than SAT scores such as personality and character, which SAT scores do not reveal. For elite colleges, it shouldnt be an issue to get the appropriate staff to accommodate these interviews. Seeing that application fees for elite colleges are nowadays costing anywhere from 50 to almost 100 dollars, obtaining a staff to facilitate this process would not be difficult. Interviews for individual colleges could be set up in major cities and around the world to assure that each student, domestic and international, was receiving an opportunity to be interviewed. A number, such as an SAT score, shouldnt define a student. Many students are put at a disadvantage while taking the SAT exam and for that reason it should serve as much less importance than it does. Through research, scholars have determined that high SAT scores are more likely for students who come from families with high incomes. If colleges and universities are going to put so much confidence in SAT scores then a transformation in the Education system should be made so that all students have an equal opportunity to succeed. Proposals should be established to create a source of preparation for the SAT test in high school. For example, high schools could present a class that could teach students the ins and outs of the exam and how to think strategically and receive the best possible score. SAT preparation books, programs, and tutors can be very expensive and for families with low incomes this is not always possible for the student. These types of resources should cost less so that the wealthy families are

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not the only ones receiving respectable scores on the SAT test. SAT scores do not measure the intelligence levels of the applicants that are applying to college. The success of an applicant can be better predicted through observing his or her high school performance. The SAT test will continue to be the most popular test taken for college entrance so Admission Offices need to understand that the students that are applying to their schools are more than simply a number. A college can miss out on some great students, abilities, talents, and potential if they continue to see the SAT score rather than see the student.

 Works Cited

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Fasold, Ralph. "Ebonics Need not be English." Center for Applied Linguistics. N.p., n.d. Web. 5 Dec 2012. <http://www.cal.org/resources/digest/ebonic-issue.html>. Gillette, Hope. "Florida Minority Students: Highest SAT Scores, Lower Standards?" Voxxi. N.p., 25 Oct. 2012. Web. 11 Nov. 2012. <http://www.voxxi.com/minority-students-florida-satstandards/>. Hambrick, David. "A Good Intelligence Test." New York Times. N.p., 6 Dec. 2011. Web. 11 Nov. 2012. <http://www.nytimes.com/2012/11/11/us/david-petraeus-seen-as-aninvincible-cia-director-self-destructs.html?pagewanted=all>. Jacobsen, Erik. "A (Mostly) Brief History Of The SAT And ACT Tests." Erik the Red. N.p., n.d. Web. 11 Nov. 2012. <http://www.erikthered.com/tutor/sat-act-history.html>. Magnuson, Katherine A., and Jane Waldfogel. Steady Gains and Stalled Progress. New York: Russell Sage Foundation, 2008. Print. Pearce, Elliott. "URM Debate." Observer [Notre Dame] 29 Oct 2012, n. pag. Web. 11 Nov. 2012. Sacks, Peter. Standardized Minds. Cambridge, MA: Perseus, 1999. Print. "SAT History-- The Evolution of the SAT." Study Point. N.p., n.d. Web. 11 Nov. 2012. <http://www.studypoint.com/ed/sat-history/>. "The Widening Racial Scoring Gap on the SAT College Admission Test." . The Journal of Blacks in Higher Education, n.d. Web. 11 Nov 2012. <http://www.jbhe.com/features/49_college_admissions-test.html>.