One would think the future ofAmerica‘s youth is ensured by objective measures and timertested procedures, but according to some, the decisions made by college admissions boards are anything but. Over a decade ago, fien/ debates ignited over the validity of college admissions tests, such as the SAT and ACT, as a result of a disturbing trend of inequality in the test scores between students of different racial groups. The SAT (Scholastic Aptitude Test) is an aptitude test designed to predict students’ future performance in college it is administered to over 2 million high school students each year and two-thirds of colleges in the United States rely on it as part of the admissions process, however many opponents question its effectiveness. The vast difference of test scores between races created an explosive situation, but a close examination of trends shows these aptitude tests overall are accurate predictors of academic success regardless of race, but improvements are still needed.
In the late 19405, standardized tests were introduced to postsecondaiy education as a way of expanding opportunity to academically qualified yet long shunned students of varying backgrounds. Some argue otherwise, but college entrance exams never attempted to favor Caucasians over any other groups. The creators of the test may have thought other races were genetically inferior to whites, but nevertheless. these tests were meant to increase opportunities for qualified students rather than to maintain the status quo of the economic elite. Looking at the results of these tests. it is obvtous that the reliability is excellent, but unfortunately, aptitude tests are not as predictable as they are reliable. One key aspect of all standardized tests is their predictive validity, or the extent to which a test measures what it is supposed to. In the case of the SAT, critics argue that it bears no predictive validity to blacks and Hispanics because the test does not agree with criterion as a result of its failure to accurately predict future performance.
These opponents argue that the SAT has high reliability and consistency because it consistently tests the wrong material and is loaded wrth cultural biases that sen/e as barriers to minorities. Instead of opening doors for new opportunities, it is abruptly shutting them for minorities these groups argue. Overall, critics feel the fundamental problem of these aptitude tests is that although they are reliable, they are far from valid, and therefore should be disregarded to level the playing field. In general, standardized tests lose a great deal of effectiveness when they are validated using a large group of people but then applied to critique a restricted range of individuals.
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The correlation between intelligence score and grades is strong at +0.60 in elementary school, but as expected, the SAT’s value drops to less than +0.50, and finally by graduate school, the GRE relation has slumped to a meager +0.30. These figures come as no surprise because when only students whose aptitude scores fall within a certain range are accepted, the scores will not accurately reflect the criterion. From this perspective. the necessity of a multidimensional admissions system becomes indisputable. On the other hand. what is a surprise is the disturbing trend of markedly lower scores of Hispanics and AfricanrAmericans when compared to average scores of whites. Affirmative action is now used in major untversrties such as Texas and California to compensate for these inequalities in order to promote diversny. in attempt to justify affirmative action, experts claim that by basing admisSIons standards strictly upon merit, such as LSAT scores and undergraduate GPA, the number of admitted minorities to law school would be reduced to levels seen in the 19605.
These benefits seem real. but the denial of admission to white applicants who earned higher standardized test scores and grades than did applicants of color who gained admission has triggered numerous court cases and assaults upon affirmative action admissions. At a quick glance, one might ask how admissions officer validate admitting a less qualified colored individual strictly on basis of race over a higher-scoring white, but this is an inappropriate comparison. Although test scores for students selected for admission under aflirmative action tended to be substantially lower than the average scores of all white students, they were only slightly lower than the scores of the white students who would have filled the seats had they been rejected. Seen from this angle, the argument that race. lS the only factor used in the admission process becomes exaggerated.
Further investigating this intensely argued issue, it is apparent that major dividing lines exist between supporters of standardized tests and those who despise it, While the weight given to standardized test needs to be lessened to allow for learners of all backgrounds, the information prOVided by aptitude tests certainly should not be abandoned in order to balance educational goals of fairness. diversity. and high admission standards. Hundreds of research studies show that standardized tests and grades in combination provide an excellent indicator of future success in undergraduate, graduate, and professional school. Another equally important asset of standardized tests is the comparisons they allow one to make between students. Schools across the country differ, sometimes tremendously, in grading rigor and academic standards, but.
With tests such as the SAT and LSAT, all external variables are disregarded. Nevertheless, fervently pointing out discrepancies between the scores of white students and those of blacks and Hispanic-Americans, opponents continue to push harder than ever for the removal of these tests on grounds of cultural discrimination, Surprisingly, numerous research studies show that socioeconomic status is not to blame since on average black students from family incomes of $70,000 per year score the same as white students from family incomes of $10,000 per year. But are standardized tests really discriminatory against colored students because they perform worse than whites? According to one study the answer to the question answer is yes, but not in the manner one might expect.
Longitudinal studies illustrate that on average, test scores overestimate future performance of blacks compared to whites. Data demonstrated the black on average Will do about a third to two-thirds of a standard deViation worse in later academic performance than the white in college, graduate and professional school. Ironically, this study gives eVIdence that aptitude tests are not biased against blacks. but rather the opposite is true. From the evidence presented, it is clear aptitude tests such as the SAT, LSAT. etct need not be cast aside for they do present definite benefits, but in the future it is a must they adapt to become more relevant to all students.
Until then. affirmative action admissions provide a temporary solution, but creating quotas for colored students and double standards in the admissions process is clearly the wrong method. Higher education in America is an intensely competitive environment where the best man or woman wins, but the lingering question is are some groups gaining a head start? The cause of colored students lower average scores is still debatable and future studies are needed to truly find the culprit, but we know that the condition is real. The admission system in place today is satisfactory, but ways to improve it are clearly to create a more multidimenSional system and place lesser upon standardized tests until all groups futures are clearly in good hands.
