Abolish the SAT?

ABOLISH THE SAT
By Kristen T.
Edited by Tony R. B.

Charles Murray, author of “Abolish the SAT”, provided me with new insight into the familiar, yet dreaded test. Murray proposes and gives ample examples to why the SAT should never be administered again. Murray uses information gathered and published in 2001 by the University of California that analyzes the relationship between high school grades, SAT scores, achievement test scores and freshman grades in college. Unsurprisingly, the results yield that SAT scores are inherently useful at predicting--well, nothing. Murray goes on to argue the removal of the SAT completely and I could not agree more with him.

When I was preparing to take the SAT, I felt I had an advantage over other students because I usually tested very well in almost every subject. Still, I dreaded taking the SAT partly because doing so was a waste of time. Moreover, I felt that my eventual score did not truly reflect my academic ability any more than my high school report card did--and I was correct. For instance, I scored extremely well on the SAT but continued to receive merely "decent" grades throughout school. Thus, the vast differences between my SAT scores and my grades continued to astound both me and my family.

While having a standardized test to measure student's academic abilities sounds like a great idea, the truth is that it has never been proven to work for two reasons: (1) There are too many variations to take into consideration and (2), the test is not able to adequately gauge student’s skills overall. So why waste both student and admission officer’s time worrying over the results of the dreaded test? Perhaps it has something to do with the enormous pay day that the College Board collects by administering the test. In the end, the SAT is nothing more than a "meal ticket" for the board, and is both confusing and misleading to students and parents. 




ANYONE IS CAPABLE OF EXCELLING ON THE SAT
By Jasmine Alexis C.
Edited by Tony R. B.

Arguably, the SAT is a common assessment that continues to frighten students and parents. Moreover, many negative inferences are associated with the SAT, partly because it requires a significant amount of study and preparation prior to taking, and a great deal of emotional pressure to perform well exists in order to be accepted into college. While some may argue that the SAT provides little academic value, may not effectively measure student intelligence, or that it favors the elite, in truth, the SAT establishes a common standard for college acceptance and forces college-seeking students to aim past mediocrity. In addition, the SAT is fair for college admissions in that it challenges students to think critically, is reasonable for upper-class high school students to complete, is demonstrative of what students should be learning, and is offered regardless of one's ethnic, financial, and educational status.

With regard to the emotional stress associated with the SAT, cramming for any test can place strain on students and add unnecessary stress to their young lives. While stress is not healthy for anyone, the SAT, itself, is not inherently responsible for this stress. The stress comes from the pressure that family, friends, teachers, and colleges place on students to do well. However, this is not an issue if most students spend adequate time preparing for the SAT in advance--as many of the elite do. One may argue that upper-middle class students perform better on the SAT because they have access to resources that help them prepare better--unlike the poor. I beg to differ. The poor have just as many opportunities. First, while economically challenged parents may not be able to afford private tutoring, many schools offer free SAT prep, and the College Board offers practice tests online. Secondly, most high schools provide freshmen and sophomore students the opportunity to become exposed to the SAT by taking the PSAT (practice SAT), which is similar to the SAT. And finally, students can always study independently.

Lastly, doing well on the SAT requires one to study for it, and those who put in the work typically do well. According to Murray, prestigious colleges are interested in any student with demonstrated intellectual capability--regardless of ethnicity or income level--in order to create diversity within their schools. They want all children, not just the elite. And because of the equal opportunity that exists, less privileged students have as much chance at excelling on the SAT as anyone else. It may require more effort, and it may require more creativity to prepare for it, but they, too, can do well.

In brief, intelligence is not based on color, background, or great genes as Murray claims; intelligence is based on one's willingness to learn and study. It has more to do with drive, determination, and perseverance. And being challenged is necessary in order to excel in life, for one cannot truly grow without overcoming challenges. Why, then, should anyone be allowed into a prestigious university without having challenged themselves? The SAT can be a challenge for most students. However, it is only a challenge because it requires extensive study and preparation as well as critical thinking, which is all one does while attending college.