The SAT. The infamous standardized test that temporarily turns nightmares into reality for every high school junior and senior. As one of those students, why would I subject myself to an in-depth research analysis of its horrors? This test–the preparation for it, the weight the scores hold, and the attitude of our community toward it– is plaguing the minds of not only the students, but their parents, guardians, and teachers as well. It is high time we look our fear in the face, and figure out exactly what we are up against.
The piece that you are currently reading is the first installment of a multi-part series on standardized testing and its role in college admission. While there are multiple options for testing, this series will mainly focus on the SAT: the Scholastic Aptitude Test. The articles will also explore the social and inequality outcomes in testing and the impact that an over-emphasis on standardized test scores has on students.
Nearly every article I read while researching the SAT painted a not-so-delightful picture of high-strung, stressed-out, on-the-verge-of-going-absolutely-insane parents and students. As author Alina Tugend put it, in addition to the already outrageous costs of college itself, “we would also have to pay for what has become the obligatory pre-college marathon.” What’s most scary is that in a New York Times article, the author pointed out that there may be a legitimate reason for the overwhelming emphasis on standardized test preparation, as many colleges and universities are now “making even minimal test score gains potentially important in those [college acceptance] decisions.”
Wonderful. We now know our test-induced stress is actually justified thanks to the New York Times, but unfortunately our concern surrounding the entire SAT process does not end there. As one Stone Ridge student put it, “Some kids are not ‘test strong,’ but are good everywhere else; we shouldn’t be judge[d] by a number.” Another SR student voiced an additional major concern: “Testing doesn’t actually test intelligence; it tests the amount of money you can throw at the College Board, and how much you can spend on learning how to take a test that has no effect on your overall knowledge or education.” Her observation is suggestive of perhaps the biggest problem surrounding the many controversies of the SAT: the role that economic and social inequality can play in a student’s test score outcome on the SAT.
Take two students of roughly the same intelligence. They have both worked hard and received a solid education. Student X, however, can afford to take test prep classes where she learns the way questions are graded, how to look for “attractors” (the questions that look like they are correct, but are not), take practice tests, receive tips and tricks for reading, and also get personal attention in any area where she is struggling. Alternately, student Y’s family needs financial aid simply to pay for their daughter to take the test. Student X has done nothing wrong; the problem lies in this equally intelligent student’s inability to become equally prepared.
A survey was sent out to Stone Ridge third and fourth academics asking them about relevant issues surrounding all facets of the SAT, such as economic inequality and debates as to its academic value. Of the 67 girls who responded, over a third said they would not be using any form of standardized test preparation solely due to economic reasons. As this finding shows, the economic burden even reaches students here at Stone Ridge, which is located in one of the nation’s wealthiest areas. Hence, economic barriers that come with preparing for standardized testing are not exclusive to low-income populations. Such problems exist into the upper-middle class, with some people paying upwards of $10,000 for classes or tutors, while others simply can’t. The survey revealed that almost 35 percent of our students said that test preparation was too expensive for them, yet almost 99 percent believed that test preparation of any kind offers an advantage for those who take it.
MyLynn Clement ‘15 contrasted some of the criticism around the SAT, making the compelling point that, “For medical school, there is the MCAT. For law school, there is the LSAT. For business, there is the GMAT. For graduate school, there is the GRE. Some of us are going to have to go through testing again in a couple of years, so why not take the SAT or the ACT?” In addition, Ella Hartsoe ‘15, offered a unique, international perspective on the issue: “My English mother was horrified by how normal it is for kids in America to pay money to basically buy higher test scores, and how okay most colleges are with it–they know that’s how the system works, but they use SAT/ACTs as a measure anyway.” She continues, “Imagine if every Stone Ridge girl applying to college had to use the original SAT/ACT score they got, before taking any courses. I don’t think we would be getting into the colleges we all get into now.”
The SAT. Something most, if not all, Stone Ridge girls have to take. Everyone has an opinion, whether you love it, hate it, or just want some things to change. Until next time, take a breath, and remember its only your entire collegiate future.
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