SAT Controversy the Application Term Paper

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One meticulous literacy analysis elucidated two admission plans, one applying just the high school record and the other applying high school record and SAT-I marks. A huge number exceeding 90% of the admissions decisions were the very same under both plans. Anyhow, for the 10% of the enroller pool in which the two plans gave rise to variant decisions, the SAT-based plan gave rise to a higher chunk of dismissals of otherwise academically deemed minority and low-asset enrollers. Critics argue that most 4-year colleges are open to more than 75% of their applicants and have constrained or no real requisite for the SAT as an admissions instrument. Even the handful of 130 or categorized schools that turn down more than half their enrollers could curtail the SAT without giving it an academic value. (Cavanagh, 2003)Buy full Download Microsoft Word File paper
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The SAT-I is authenticated for a lone purpose- foreseeing first year college grades. According to critics, it does not carry out even this in a good fashion, according to critical opinion. It has been argued that after long duration of years in portraying the SAT as a common measure, the test creators have now faltered, making a claim that it is just a false notion that the test will give provision to a single, non-equivalent measure for grading on excellence. The SAT has always been disposed towards students who can eke out a coaching over those who are not possible to carry our, students from among affluent schools as against those from distraught urban school systems, and men against women. The test creators have denied that they were the ones who put forth claims that performance on the SAT cannot be enhanced through tuition. (Dorans; Lyu; Pommerich and Houston, 1997) chunk of released analyses make a conclusion that better tuition courses can boost a student's scores by 100 points or even more. These courses, which can exceed a rate of $800, further distort scores in disposition to higher asset test undertakers. It has been criticized that individual coaching for SAT can harm a student through distraction at critical times when they would otherwise have built up their confidence and personal esteem for doing well in examinations through analytical thinking, effective writing and concentrating on their analytical skills. (Hiss, September, 1990) Due to the fact that college admission officers do not have the knowledge of who has been imbibed the coaching and who has not undertaken the course, they cannot make a fair comparison of two applicant's marks. Test creators give a nod to the fact that high school grade point average (GPA) or class rank are the superior foreseers of the first year marks, in spite of the vast difference among high schools and courses.

The SAT-I foresees other results, such as graduation proportions, even more inadequately. Anyhow, analyses portray that the separate colleges' own exams are highly precision instruments for taking students. Having a main concern about difficulties with these tests, approximately 400 4-year colleges and Universities do not apply the SAT to carry out admissions decisions about a huge chunk of their applicants. Ever since 1998, enrollers to open universities in Texas did not have the requirement to give SAT or ACT marks if they make a finish in the top 10% of their high school classes. That policy evolution followed after state analyzers made a conclusion that "the use of standardized tests inappropriately constrains admissions" and that "excluding the extremities, SAT/ACT scores do not proportionately foresee grades in core fresher courses or the chance of college graduation." (The SAT: Questions and Answers)

Further the opponents of SAT are of the view that women have achieved innumerous assets in higher education in the phase that lasted for the last twenty years. The major chunk of every undertaker in higher education turns out to be a woman. (Danowitz Sagaria, 1988) and women are in higher numbers resorting to pursuance of non-orthodox degrees, giving open ways to attainment of a vast array of jobs. In spite of these assets, lot of proof is existential such as disparaging comments, variant opportunities, and sexual misconduct. The allusion to gender partiality for the sake of women's educational enhancement is vast as women student's understanding of university gender partiality is alluded in lesser self-assessments of their academic brilliance, a mitigation in academic and job dreams from fresher to older ones (Ossana, Helms, & Leonard, 1992).

Opponents of SAT argue that so as to enable tutors, counselors, and student matter staff to enhance and imbibe women-friendly surroundings which boost women's educational success, it is important to pinpoint and scale those variants particularly associated to women's academic attainment. Admission offices have often depended on a particular standard of test, such as the SAT, to foresee women's academic achievement in spite of vast proof that orthodox resorts are not as plausible for men as when compared to men (Gamache & Novick, 1985). As women attain higher marks than men in college, the SAT does not give credit to the grades achieved by women (Rosser, 1989). Critics argue that because the experiences of women students are often hugely different from their male associates, it can be anticipated that foreseers of their academic brilliance will differ from that of the men. face-to-face with many hurdles in their literacy enhancement, female students must recurrently be in possession of extra credentials to come out with flying colors. For instance, several writers have portrayed nonacademic variants, such as self-prestige (Stericker & Johnson, 1977), susceptible to role models and leader qualities associated to women's literacy attainment

Wherein the SAT and yet different standardized tests are inclined to scale what Sternberg (1985, 1986) makes reference as a constitutional intelligence, the capability to understand and communicate information in a gradual and taxonomic style in an elucidated and non-variant context. Research discoveries give a suggestion that separate entities who have had partiality treatment are inclined to exhibit their capabilities via empirical and to the contextual intelligence along with Sternberg's second and third variants of intelligence. Empirical intelligence is comprehensive of the ability to understand and communicate in evolving contexts, whereas to the context intellect pinpoints to the capability to mold for an adaptive surroundings.

Again it has been criticized that students ranging from African-American, Latino, new Asian immigrants and lot of other minority test undertakers get marks particularly lesser than white students. SAT hoists an undue load on students for whom English is not the primary language. Research makes suggestion that the SAT-I does not foresee Hispanic students first year college marks appropriately as it carries out with the white students' marks. One particular study discovered that even for two language students whose superior language was English the SAT-I did not accurately foresee college performance. Inflexible application of SATs for admissions will give rise to fresher classes with a handful of minorities with no particular asset in academic value. According to critics, the SAT is very influential in overthrowing academically assuring minority (and low asset) students who enroll with a strong mettle of academic records but comparatively less SAT marks. Colleges that have turned the SAT-I a choice have made a report that their applicant gatherings are more different and that there has not been any fall in academic value. There are several studies which are existential which demonstrate that female and minority students who are knowledgeable of racial and gender biases get marks lesser on tests such as the SAT hold as the chief aim the scaling of academic ability. (The SAT: Questions and Answers)


The Standardized Admission Test (SAT) has been increasingly coming under fire during the last few years. Critics accuse SAT of subjectivity, unfairness and racial bias. A professor of psychology at Yale University, Robert J. Sternberg has started on a project to develop a better testing system than SAT. He has completed the first phase of this college admissions test that is expected to give better accuracy than SAT. This is expected to be even better for the lowly represented minorities. The alternative examination of Sternberg is expected to be an additional test rather than a replacement for SAT.

The new test uses several choice-based questions and those questions which are related to performance. The participants have to work out their own answers. They have also to compose two different stories which test their originality, evocativeness, complexity and descriptive narration skills. The student's encounters in day-to-day life are tested in other sections where they have to suggest the best possible solutions. Some critics feel that this may help some people to beat the system for assessing their creative and practical abilities. The inventor does not agree as he feels that if stale answers are given like those suggested by test preparation courses, they will end up getting low grades as the students are being tested on innovation and novelty of ideas. (Cavanagh, 2003)

Dr. Richard Atkinson, President of the University of California and a leading figure in the field of Education in the country is one of the… [END OF PREVIEW] . . . READ MORE

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