An analysis of the effectiveness of standardized tests, in general, and the SAT, in particular.
Written in 2004; 4,000 words; 12 sources; APA; $ 108.95
Paper Summary:
This paper identifies and categorizes the problem of standardized testing and low scores among those from low socioeconomic backgrounds. The paper discusses the problem without solving it or reaching a resolution and contends that it can only be rectified by a proactive adjustment of the emphasis placed on SAT scores. The paper assesses that, until the cultural biases of the SAT system are overcome, it should be relegated to a fulfillment of its historical mission and nothing more; it should be regarded as a supplementary record rather than a matter of extreme cultural emphasis and significance.
From the Paper:
"One common problem that is related to SAT effectiveness is that of poor academic achievement and standardized testing scores in urban areas in which the socio-economic level of the population is not as high as it could be. This problem can be divided into many specific categories that require a holistic and complete set of solutions. Many observers fear that the future of public education in urban areas is being compromised by static policies that do not take facing the problem of lower test-scores and learning curves into primary account. Standardized tests are becoming more and more important with new federal programs and initiatives, so it is disturbing that the performance of students in lower socio-economic level urban areas are still showing low scores on these tests. The issue must be addressed. In many cases poor performance on these tests and poor academic achievement is labeled as being a cause of socio-economic conditions of certain neighborhoods. This perspective seeks to categorize the problem without solving it or reaching a resolution, which can only be reached by a proactive adjustment of the emphasis placed on SAT scores."
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