Download Rethinking the SAT: The Future of Standardized Testing in by Rebecca Zwick PDF

By Rebecca Zwick

Rethinking the SAT is a different presentation of the most recent suggestions and learn findings of key contributors on this planet of faculty admissions, together with the president of the biggest public collage method within the united states, in addition to the presidents of the 2 businesses that sponsor university admissions exams within the U.S. The individuals deal with not just the professionals and cons of the SAT itself, however the broader query of who may still visit collage within the twenty-first century.

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Rethinking the SAT: The Future of Standardized Testing in University Admissions

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2001). , February 18, 2001. edu/pres/prespeeches. html. Douglass, J. A. (1997). Setting the conditions of admissions: The role of university of California faculty in policymaking. Study commissioned by the University of California Academic Senate, February 1997. html. Douglass, J. A. (2001). “Anatomy of conflict: The making and unmaking of affirmative action at the University of California,” in D. ), Color Lines: Affirmative Action, Immigration and Civil Rights Options for America. Chicago: University of Chicago Press.

Here we come to the point about Conant’s thinking that I want to emphasize most forcefully. Although he always used a lusty, and no doubt sincere, rhetoric of democracy and classlessness—his best known wartime article was called “Wanted: American Radicals”—he was actually, throughout his long career, preoccupied mainly with elite selection. To put it in a slightly different way, he believed passionately in operating an open, national, democratic contest for slots in a new elite—in the manner of an updated, scientized version of the Cinderella story, with the SAT as the glass slipper—and he tended to conflate this project with the overall triumph of democratic values.

Every three years, we conduct a national curriculum study, the only project of its kind in the nation. We examine what is being taught in our nation’s schools and what students should know and be able to do in order to be ready for college-level work. A nationally representative sample of teachers in grades 7 to 12 plus college faculty who teach entry-level courses in English, mathematics, and science participate in this project. The study group includes California educators. The specifications for the ACT Assessment are based directly and substantially on the results of these curriculum studies.

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