SATs: Still Relevant or Outdated?

SATs Scores Are a Sign of Intellect and Overall Academic Aptitude, Not Socio-economic Status

By: Mikki Dixon

Charles Murray asserts that the SAT should be abolished because it is not a true indicator of a student’s potential academic success. He claims socio-economic background and parent education achievement are better indicators of overall intellect and successful pursuit in academia. Murray  believes that intellectual students coming from a lower socio-economic status are placed at a disadvantage when taking the SAT because their parents could not afford the test-prep course available to upper-middle class counterparts. 

Murray acknowledges however that test-prep classes do nothing for students that a few hours of personal study could not accomplish on its own.  He contends that “once a few hours have been spent on these routine steps [studying], most of the juice has been squeezed out of preparation for the SAT.”  I am inclined to agree with this assessment because I believe intellectual, academically inclined students will be successful both in taking the SAT as well as in their college classes— regardless of their socio-economic background. 

Aptitude is something locked within the genetic code and is fostered by one’s family and educators.  It is something which cannot be taught, studied for, or bought at a high dollar value.  As such, anyone claiming aptitude can be bought is truly only referring to the hard work and effort put in by the student. Therefore, I whole-heartily disagree that the SATs should be abolished because it is still the best indicator of student success during the college years.

Edited by Barbara Latimer

Just Say NO to SATs!

By: Maria Brown

 

There is an ongoing debate over whether the SAT should be abolished. To that question, I answer with a resounding, "Yes!" SAT scores alone do not predict future college success. As a matter of fact, SATs have a much better chance of weeding out intelligent students that come from a lower socioeconomic status than they do highlighting the students that will thrive and succeed.

In 2012, the University of Minnesota published a study in Psychological Science titled “The Role of Socioeconomic Status in SAT-Grade Relationships and in College Admissions Decisions.” This study examined the relationship between socioeconomic status, secondary-school grades, college admissions and college freshman grade-point average. The study found that socioeconomic status and SAT scores are positively correlated, and that students from higher income backgrounds generally achieve higher scores having benefited from access to better schools, prep tests, tutors and more. The study didn't find that the higher performing SAT students were inherently more intellectual or smart.
 
As a result, colleges that heavily rely on SAT scores as a basis for admission are inevitably screening out diverse students from lower socioeconomic backgrounds. Bypassing a student for admission based on a biased test score, without regard to their cumulative high school grade point average, extracurricular activities or community involvement is arguably unfair and counter-productive. Strict use of the SAT as a predictive measurement of college success stacks the deck against lower income students who may be ill-prepared for the test, but most in need of the opportunity for economic advancement derived from attending college.

Instead of reducing everyone to a number on a piece of paper, colleges should screen and admit students based on the full scope of course work they have completed while attending high school. This will ensure that we continue to champion our best and brightest students and that everyone has a chance at the "American dream."

Edited by Barbara Latimer