Why Colleges Shouldn’t Dump the SAT, Essay Example

The below essay is attempting to find an answer to the question whether or not SAT testing for college admission should be eliminated. Several views exist on the topic and all authors believe that they have successfully proven that they are right. The author of the current essay would like to take a stand that SATs should not be eliminated.

The thesis statement the essay focuses on is: “SATs, even though they are not able to predict future scores at a hundred percent accuracy, should not be eliminated, as they are the only standardized measure for college admission. However, attempts should be made to develop more study area-specific versions of SAT testing to ensure a greater predictive power.

Today, according to Barro, SAT testing is the only standardized, reliable method of measuring knowledge and applicants’ cognitive skills. Further, it ensures that students are selected on an objective basis, and the education system is free from racial, gender, or social bias.  Further, SAT testing is not the only element of the application criteria; high school results count in the overall score as well. The article features a strong argument for keeping SAT testing within the college admission system.

It is important to note that the primary role of SAT testing is not to predict future scores and college performance. The argument cannot be based on how effective the SAT score is to predict future learning outcomes. Indeed, SAT results measure the ability of the student to achieve success: their skills and existing knowledge. During college years, several different variables can influence learning performance; such as financial problems, motivation, losing interest in the study. However, even if the predictive power of SAT testing is limited, according to Kobrin and Michel’s study (1), it can measure learning abilities and opportunities. This is why the study created by Kobrin and Michel confirms that testing is more accurate among high performers and less accurate among students with lower college test results. Therefore, arguing that SAT testing should be eliminated because it cannot predict college performance is wrong. The sole purpose of taking admission tests should be to determine whether or not the student is suitable for higher education; do they have adequate knowledge, intelligence, and abilities that make them suitable for learning more. However, there are several aspects of early adulthood that can influence performance for college years that cannot be measured. One’s personal motivation, circumstances, attitude, interest in the study cannot measured. Likewise, no test can determine whether or not the student is really interested in the given course or their parents are trying to make them choose that path in life. Peer influence in future years can also not be measured. Therefore, even though SAT is unable to determine whether or not the student will be able to perform well in the college, it provides a measure and a cut-off score that confirms that the person is likely to be able to cope with the requirements of higher education. As a universal system, and an objective measure, indeed, it cannot be a hundred percent reliable, but it is the only known testing system that has proven to work, according to Kobrin and Michel.

Cornwell, Mustard and Van Parys emphasize the important role of SATs in the education system of the United States. They are not only there to measure individual performance of students, but also to evaluate quality of teaching within high schools and colleges. They are important aspects of the democracy in the US higher education, therefore, they should not be eliminated. Without them, there would be no valid objective method of comparing students’ knowledge and colleges’ teaching quality, admission requirements. As today there are different SAT tests; maths, writing, and SATS, they provide a full evaluation of students’ performance. Indeed, the selective higher education system in the United States is designed to provide equal opportunities for all students. While inequalities still occur, especially when looking at the cost associated with coaching for SAT tests, the existence of different SAT tests provide a comprehensive set of information about the student’s abilities. Further, SAT testing is objective and does not advantage students based on race, gender, or social status. There is no fee associated with taking the test, and high school scores along with SAT results determine whether or not the student is able to get into college. The scores cannot be adjusted based on personal preferences or sympathy.

Epstein researched the literature related to dumping SAT tests and found that they do not improve learning outcomes. While some colleges have shown an improved performance in the later scores of students who did not submit SAT scores initially (Bates College), some other institutions (Providence College, for example), the scores during college started to decline. As the author summarizes: we cannot allow students to pick what they want to be tested on: measuring what matters for higher education is exactly what SAT testing does. There is indeed proof that performance of students without SAT would decline. Therefore, the initial measurement of knowledge and cognitive abilities, as well as students’ capability to deal with test situations is crucial. If students could pick the criteria of selection, they would possibly not choose SAT testing. But this would not mean that colleges’ choices would be better. Let us take an example: John is good at writing essays. He applies to a science college. He gets 92 percent on the essay part and gets in. However, he will later struggle with complicated algorithms and scientific calculations, as they do not involve essay writing. His college scores, because he is not used to the type of test he needs to take will be low.

Wen created a large sample study to evaluate the predictive power of SAT scores for future college grades. The findings of the study have concluded that the predictive power is stronger related to first year scores and grades than year four student performance. While the author found that SAT has a limited predictive power for final grades and performance of students, he also stated that high school grades were not predicting college performance, either. Therefore, if SAT testing was dumped on the basis that it does not predict college performance, high school scores should not be taken into consideration, either. A comprehensive and general knowledge and ability test is not designed to predict subject-specific performance. Scores during college are determined by several factors, and the scoring system of colleges is completely different from high schools’ grading criteria. Final grades will also depend on the effort the student puts into college education, and this cannot be measured through initial SAT tests, or determined based on high school performance.

The above quoted and analyzed studies have highlighted some limitations of SAT testing, also emphasized the importance of standardized admission tests. Even though several studies conclude that SATs are not relevant to college performance, and some authors state that they should be eliminated, the solution is not to simply dump the tests. As it has been noted before; this type of standardized testing is the only authentic and universal method of assessing students’ cognitive skills and knowledge that is needed for higher education. None of the above studies came up with a solution that makes SAT testing more effective. The National Association for College Admission Counseling, however, takes a less radical approach. While the board states that SATs in their current form should be dumped, the authors make a recommendation to make them more effective. They sate that standardized testing is a necessity to maintain a democratic and objective higher education system. The report’s recommendations include creating standardized tests that are more closely related to the area of study.

The author of the current essay agrees with the National Association for College Admission Counseling that making tests more relevant to the subject would increase their predictive power, while enabling colleges to make informed decisions related to admission. Therefore, the current essay’s author will conclude that – by keeping SAT testing in place and creating subject-specific versions of tests – colleges and students will benefit equally from SAT testing and subject-specific assessment, required for admission to college, and a higher predictive power of SATs.

Going without a standardized test would create a chaos in the United States’ higher education system. The lack of equal measures for admission tests would result in different performance and various college grading criteria. Just imagine how could two colleges in the United States specializing on the same subject be objectively compared if their admission criteria was different. The cut-off scores would not be clear for each university, and the lack of order would increase the education budget significantly. It has been proven by authors that omitting the test does not result in better higher education learning outcomes. Indeed, scores were reported to be declining by one college. This brings up the question: if there is a need for a universal college admission testing system, (there is, as it has been proven above), how can it be made better, fairer, and more effective? The answer is simple: considering the recommendations of The National Association for College Admission Counseling noted previously in the current paper. The dual interpretation method, noted by the authors would be one solution. Making measures more dependent on local measures would make the system fairer while promoting equality. Making SATs optional is definitely not a solution. As the authors confirm, it creates confusion and inconsistency: “how can scores be meaningful in evaluating a student’s abilities when they are submitted, but irrelevant when they are withheld?” (The National Association for College Admission Counseling 10).

Dealing with educational inequalities, on the other hand, should not be the responsibility of the creators of SAT tests. Every institution; from elementary school to university should ensure that all students are given a chance to acquire the skills and knowledge needed for higher education. This said, blaming a standardized test for social inequalities would be foolish. The fact that some parents have thousands of dollars to pay for a private teacher to prepare their children for SATS is not originated in the testing system. The problem has its roots in the society. However, one thing can be done to make SAT tests more effective and fairer: making them more relevant to the subject of study the applicant selected. For example, if somebody applies for a law school, their history, mathematics and English high school grades are considered. However, they take a general SAT test. Instead of this approach, law schools should develop an additional or special SAT test for their area of study, including ethical, legal, citizenship, and history knowledge questions. This way the education system can be made fairer, and students who are really interested in the subject would be selected for the courses.

Works Cited

Barro, Robert. Why Colleges Shouldn’t Dump the Sat. Economic Viewpoint. Business Week, April 9, 2001. Print

Cornwell, Cristopher, Mustard, David, and Van Parys, Jessica. How Does the New SAT Predict Academic Achievement in College? Working Paper. University of Georgia. 2008. Web.

Epstein, Jonathan. Behind the SAT-Optional Movement: Context and Controversy. Journal of College Admission. Summer 2009. Print.

Kobrin, Jennifer and Michell, Rochelle. The SAT As a Predictor of Different Levels of College Performance. The College Board, New York, 2006. Web.

The National Association for College Admission Counseling. Report of the Commission on the Use of Standardized Tests in Undergraduate Admission. 2008. Web.

Wen, Jing, “Does the SAT Predict Academic Achievement And Academic Choices at Macalester College?” (2013). Honors Projects.Paper 28