{"id":53175,"date":"2020-07-09T13:17:36","date_gmt":"2020-07-09T20:17:36","guid":{"rendered":"https:\/\/world.edu\/?p=53175"},"modified":"2020-07-09T13:17:36","modified_gmt":"2020-07-09T20:17:36","slug":"simply-scrapping-the-sat-wont-make-colleges-more-diverse","status":"publish","type":"post","link":"https:\/\/world.edu\/simply-scrapping-the-sat-wont-make-colleges-more-diverse\/","title":{"rendered":"Simply scrapping the SAT won\u2019t make colleges more diverse"},"content":{"rendered":"

\"\"
\nWhen the University of California decided in early 2020 to\u00a0stop using the ACT and SAT in admissions by 2025<\/a>, the decision sparked discussions anew about how\u00a0fair and useful<\/a>\u00a0college entrance exams are in the first place.<\/p>\n

Studies have shown, for instance, that some SAT questions\u00a0systematically favor<\/a>\u00a0white students over Black students of equal ability. Some scholars say wordy math questions in the new SAT, introduced in 2016,\u00a0create unfair barriers<\/a>\u00a0for English language learners. In other standardized tests, some math questions might\u00a0favor<\/a>\u00a0English-speaking students over English language learners of equal mathematical ability.<\/p>\n

But a\u00a0faculty-led report<\/a>\u00a0\u2013 meant to help University of California, or UC, leadership decide whether to keep using the test \u2013 found no clear evidence of racial bias in the SAT. In fact, the report says sizable numbers of first-generation, low-income and \u201cunderrepresented minorities,\u201d such as Black, Hispanic and Native American students, have earned admissions to the University of California due \u201csolely by virtue of their SAT scores.\u201d A great deal of diversity may be lost if the University of California were to drop the test.<\/p>\n

On the other hand, UC\u2019s student body does not quite reflect California\u2019s diversity. In 2019, only 22% of students who enrolled in UC self identified as Hispanic. But Hispanics, the\u00a0largest ethnic group in California<\/a>, make up over 39% of the state\u2019s population. That same year, underrepresented minorities made up 45% of the state\u2019s population, but only\u00a026% of UC\u2019s enrollment<\/a>.<\/p>\n

Such demographics and the size of the UC system \u2013 which enrolls more than 280,000 students on 10 campuses \u2013 might encourage a\u00a0growing number of schools<\/a>\u00a0to make the SAT or ACT optional. Would phasing out college admissions tests be a positive trend or the wrong way to go?<\/p>\n

In search of alternatives<\/strong><\/h4>\n

I am a mathematician and an educator who has reviewed SAT questions,\u00a0studied how test questions function<\/a>\u00a0for different student groups and authored recommendations for\u00a0enhancing equity<\/a>\u00a0in college outcomes and assessments. My views are informed by these combined perspectives.<\/p>\n

Doing away with the SAT may feel liberating and just. But it is a school\u2019s goal and the steps taken to meet it that will determine if doing away with college entrance exams is beneficial or detrimental.<\/p>\n

Experts\u2019\u00a0suggestions on what might come next<\/a>\u00a0range from replacing the tests with evaluations of student portfolios to basing admissions on students\u2019 high school records. Ultimately, a region\u2019s demographics and a college\u2019s purpose must count in admission decisions.<\/p>\n

Diversity won\u2019t automatically increase<\/strong><\/h4>\n

Colleges and universities\u00a0won\u2019t necessarily become more diverse<\/a>\u00a0just because the SAT has become optional. A\u00a0study of 180 liberal arts colleges<\/a>\u00a0found that test-optional policies did not increase the numbers of low-income and minority students, for example.<\/p>\n

Increasing diversity in college requires being intentional: attracting and engaging student populations that remain underrepresented in colleges and universities, such as Black and Hispanic students.<\/p>\n

Subjects such as math are still taught from a very\u00a0individualistic, white, Eurocentric<\/a>\u00a0vantage point. This may put students of color, who don\u2019t see their history or culture reflected in the curriculum, at a disadvantage.<\/p>\n

In addition, some admission decisions may inadvertently favor privileged students. Say, for example, a college suspends the SAT and increases the weight of essays in admissions. Students with access to parents, counselors or advisers who are college graduates \u2013 or those otherwise \u201csteeped in the academic ethos<\/a>\u201d \u2013 may know what types of essays will resonate with an admission committee. Such\u00a0social and cultural background<\/a>\u00a0can still operate as an advantage in the current system.<\/p>\n

Strengths versus weaknesses<\/strong><\/h4>\n

There are two views to take with incoming students \u2013 a deficit view or an asset view. The first sees students\u2019 weaknesses: what they lack. An\u00a0asset view<\/a>\u00a0sees their strengths: what students bring to the table in terms of their culture, identity and knowledge.<\/p>\n

The choice of view might make or break efforts to diversify college admissions.<\/p>\n

Deficit views \u2013 which can lead to lowering performance standards or requiring students to take too many remedial courses \u2013 have unfortunately\u00a0been pervasive<\/a>\u00a0in American education. Yet, there are growing efforts to focus on strengths.<\/p>\n

For example,\u00a0asset-based teaching in mathematics<\/a>\u00a0replaces memorization with creative ways of reasoning, and individualism with collaborative learning.<\/p>\n

Some programs are also looking to\u00a0place more value on the culture and language<\/a>\u00a0of incoming students. An increasingly diverse workforce better serves an increasingly diverse population.<\/p>\n

Past versus present<\/strong><\/h4>\n

Different groups of students may perform differently on a fair test. Such\u00a0differences in how students do on a test<\/a>\u00a0need not mean a test is unfair. Yet, in some cases, differences in group outcomes can in fact be\u00a0due to unintended bias<\/a>\u00a0in test questions \u2013 that is, bias that unfairly puts particular kinds of students at a disadvantage.<\/p>\n

Undetected, such biases might result in a score indicating that someone\u2019s math \u2013 or verbal \u2013 ability is lower than it actually is.<\/p>\n

How might this happen? A math problem about baseball may test more than mathematics knowledge. It may put me at a disadvantage if I know little about the sport, but not if I am familiar with it. My math ability is the same, but the sports context may introduce an unwanted bias.<\/p>\n

The verbal SAT\u00a0once contained<\/a>\u00a0such questions. A well-known example among scholars is the \u201coarsman is to regatta<\/a>\u201d as \u201crunner is to marathon\u201d answer to a verbal SAT analogy question from years gone by.<\/p>\n

But research suggests that the SAT may\u00a0still be biased<\/a>\u00a0against particular underrepresented groups, including those with a history of oppression. Could changes in the SAT ever fairly reflect the cultural diversity of today\u2019s America?<\/p>\n

A\u00a0history of testing in the United States<\/a>\u00a0shows that the SAT, and our colleges and universities, were created at a time when the country\u2019s demographic, social and cultural realities were very different from today. The test was not made by and for today\u2019s America. And likely, it was not designed to build on the strengths of diverse students or\u00a0avoid deficit views<\/a>.<\/p>\n

Changing admissions requirements is supposed to help make schools more diverse. But doing this will require more than changing tests or doing away with testing requirements. It\u2019s going to require a\u00a0radical rethinking<\/a>\u00a0of higher education based on equity and the strengths and needs of America today.<\/p>\n

Author Bio:<\/strong> Guadalupe I. Lozano is Director, Center for University Education Scholarship, and Associate Reserach Professor of Mathematics at the University of Arizona<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

When the University of California decided in early 2020 to\u00a0stop using the ACT and SAT in admissions by 2025, the decision sparked discussions anew about how\u00a0fair and useful\u00a0college entrance exams are in the first place. Studies have shown, for instance, that some SAT questions\u00a0systematically favor\u00a0white students over Black students of equal ability. Some scholars say […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":53176,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[],"coauthors":[11733],"class_list":["post-53175","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education"],"acf":[],"yoast_head":"\nSimply scrapping the SAT won\u2019t make colleges more diverse - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/simply-scrapping-the-sat-wont-make-colleges-more-diverse\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Simply scrapping the SAT won\u2019t make colleges more diverse - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"When the University of California decided in early 2020 to\u00a0stop using the ACT and SAT in admissions by 2025, the decision sparked discussions anew about how\u00a0fair and useful\u00a0college entrance exams are in the first place. 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