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The Hour to End the SAT I Test in College Admissions

Harling, Angela
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Harling, Angela
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Abstract
Exploration of student performances on the SAT I exam reveal race-based scoring trends. The ability of White students to consistently outperform their Latino counterparts highlights the tests’ racial bias. By using SAT I test scores as criteria to be admitted into universities, educational institutions are acting as promoters of racial inequality. Focusing on themes of the test’s capacity to measure innate intelligence, accommodations being made for ELL students, school funding discrepancies between races, and the ideology of colorblindness, I will show why it is time to reconsider the SAT I exam as a part of the college admissions process
Title
The Hour to End the SAT I Test in College Admissions
Date
2013-12-01
Subject
SAT I
SAT II
standardized tests
Latinos
ELL students
colorblindness
university acceptances
university admissions
racial inequality
discrimination
innate intelligence
education
funding
test scores
Material type
Collections
Honors Theses
World Languages and Cultures Honors Theses
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http://hdl.handle.net/20.500.13013/778
Abstract
Exploration of student performances on the SAT I exam reveal race-based scoring trends. The ability of White students to consistently outperform their Latino counterparts highlights the tests’ racial bias. By using SAT I test scores as criteria to be admitted into universities, educational institutions are acting as promoters of racial inequality. Focusing on themes of the test’s capacity to measure innate intelligence, accommodations being made for ELL students, school funding discrepancies between races, and the ideology of colorblindness, I will show why it is time to reconsider the SAT I exam as a part of the college admissions process
Duration
Location
Advisor
Aske, Jon
Sponsor
Course
Department
World Languages and Cultures
Degree
Bachelor of Arts (BA)
Source
Publisher
Research Projects
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Journal Issue
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