Aske, JonHarling, Angela2021-11-292021-11-292013-12-012014-02-07http://hdl.handle.net/20.500.13013/778Exploration 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 processThesisSAT ISAT IIstandardized testsLatinosELL studentscolorblindnessuniversity acceptancesuniversity admissionsracial inequalitydiscriminationinnate intelligenceeducationfundingtest scores