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Socio economic status and academic achievement
Socio economic status and academic achievement
Socio economic status impact on academic performance
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Ravneet, I entirely enjoyed reading your work here. I especially found the sewction in which you discussed how much priveledge plays a role in standardized test score results. Interestingly enough, there is research to back the idea that there is, indeed, a positive correlation between family income, race, and SAT score results. What is more, the man who developed the SAT in the early 20th century, Carl Brigham, was a self-proclaimed eugenecist. Brigham developed the test in such a way as to solidify his claim that some races were inferior to others. Unfortunately, today, SAT test results still show that certain races consistantly perform better than others. Therefore, my question to you would be, "how much do you think the SAT has remained
In the article, Gregory Mantsio reveals a chart based on the test results of 1,465,744 SAT takers in the year of 2006. The chart given, displays the amount of the family income and how it affects the scores of those who had taken the SAT. The facts given, indicates that the more money the family has, income that the family receives, the higher the scores are. For example, if you had a job or career that allowed you to be able to bring in more than $100,000, then your child is more likely to receive a median score of approximately 1,100. But the question is, how can this be so? One reason is quite simple: The children born into a higher class has much more access to educational resources, are exposed to vocabulary and spoken language in their early childhood, and experience less stress than those who are in a lower class. Which in the long run, gives the children in the higher class a better chance when it comes to succeeding in life. Compared to those in a lower class whose scores are below the approximated amount of 1,100 due to their family
In just about every age group and in every subject, the test-score gap between white and African-American students has grown since 1986, reversing a trend in which the discrepancies decreased from the time the exams were first given in 1969, 1971, and 1973. Since the mid-1980s, gaps in several subjects and age groups have grown by statistically significant amounts.
Michele Obama once stated, “If my future were determined just by my performance on a standardized test, I wouldn 't be here. I guarantee you that.” The First Lady is, in other words, to say that standardized testing was a major factor into her life’s outcome and her scores could have potentially not put her in her position of power that she is highly recognized in today’s society. Although standardized tests do play a large role in any college application, standardized testing may not count as much toward one’s college admissions or success because standardized tests are not the only factor toward college applications, these tests only benefit a specific target group of people, and standardized tests are better used for giving insight on one’s
The current education system implemented by most schools measures a student’s progress using two methods: letter grades and standardized tests. However, the pressure put on students to achieve high grades causes standardized tests to be overlooked throughout the school year. Because of this, students enter tests with false hopes of scoring well when in reality they are severely underprepared. Honor roll students with perfect GPA’s can score in the average percentile if they are not adequately exposed to the test material. Schools should put a larger emphasis on preparation for standardized tests so students will be better equipped to take these tests and receive a score that more accurately reflects their knowledge.
According to statistics published by Finley (2002), of the results from the 2001 SAT's, the average verbal score for African Americans and Hispanics was 433, while for whites it was 529, and the average math score for African Americans and Hispanics was 426, while for whites it was 531. This is a big difference by about 200 points. The comparison between African American and Hispanic scores with white scores can make a big difference in the student body of colleges who place a big emphasis on SAT scores. In 1997, the dean of Berkeley said, "We have evidence that the SAT lost us two thousand Latino students this year alone." (Zwick, 1999). This shows that even in 1997, just three years after the SAT was revised, educators were still seeing problems with it.
However, in March 2014, College Board announced that the SAT will be redesigned in 2016. The College Board describes this change as “expanding its outreach to low income students and shifting from testing abstract-reasoning skills to evidence based reading, writing and mathematical skills acquired in high school.” Some believe that this is a positive change in higher education. Randolf Arguelles, conversely, is not one of them. As the title of his article suggests, in “The New SAT Will Widen the Education Gap; Everyone Who Takes the Test is Measured against the Same Yardstick. That 's Not True of High School Grades," Arguelles writes that “the new SAT will widen, not narrow, the education gap in the United States.” He explains that with the old SAT, what was important was if you had a strong vocabulary, could make inferences, and apply math concepts, not whether you had excellent teachers or not throughout the years. I agree. Although the new test is being designed in hopes of reliving tension by eliminating costly test preparation and focusing on concepts that should be learned over the course of high school, that may not be the case. The key phrase in the last sentence is “should be learned.” Teaching styles and learning styles vary all throughout the world; they often clash among
The SAT, which is a national standardized test, designed to test skills, accuracy and knowledge of students has always been surrounded by controversies. It was originally created to eliminate the difference between students from different social backgrounds and provide equal level field. The test was developed by a psychologist from Princeton named Dr Carl Brigham in 1926, who also had controversial views on race, that suggested Anglo-Saxons were more intelligent than Other Races. Later in which he publicly apologized for. The SAT was designed to have impact on everyone equally, but studies have suggested the opposite. Initially the test aimed to give students from small towns in the northeast of the
Standardized tests are biased to certain students whether it is race, or even how much money the parent(s) earn. According to Standardized Testing and Its Victims by Alfie Kohn, the tests are a lot easier for children coming from richer communities like Dublin for example, then Cleveland where funding is scarce (Kohn, 2000). It is not just a rich and poor battle it also is a battle with students and regional or language barriers. According to Uyen Zimmerman, my former math instructor from Dublin Coffman, explained English as a second language students interpret asked questions phrased strangely to them differently than a student whose primary language is English. For example, she said there was a question on the ACT that asked a question about folding pizza and an ESL student thought that it meant putting pizza into a folder. Another example is asking students about black ice when students in states such as Hawaii and Louisiana, have never seen or heard of black ice (Zimmerman, 2014). I agree with her completely. All standardized tests are playing with what the creators of the test think is a “standard” and testing all students across America with the exact same questions.
Almost every person who has graduated from high school has taken the Scholastic Assessment Test (SAT), which is generally used for college admissions. We all remember the stress of taking a test that could affect our future educational plans. Now due to the “No Child Left Behind Act” of 2001, this kind of test is now being administered to children from the 3rd to 8th grades as a way to determine if the school or teachers are educating them properly. High-stakes standardized tests of this nature should not be used to determine the educational abilities of either schools or the teachers.
Just because a student is black does not mean they are low skilled or uneducated because as mentioned in the court case black people also lived in white neighborhoods. White people can also come from a low-income family. I think standardized testing is biased because of the achievement gap, which whites have more access to resources while many other races do not have that opportunity. This includes schools with money do better because of the education they are providing to their students. This can also lead to the fact that many students are horrible in test taking, but are really passionate and involved in extracurriculars in
The discrimination against Caucasian and Asian American students a long with the toleration of lower quality work produced by African American students and other minority students is an example of the problems caused by Affirmative Action. Although affirmative action intends to do good, lowering the standards by which certain racial groups are admitted to college is not the way to solve the problem of diversity in America's universities. The condition of America's public schools is directly responsible for the poor academic achievement of minority children. Instead of addressing educational discrepancies caused by poverty and discrimination, we are merely covering them up and pretending they do not exist, and allowing ourselves to avoid what it takes to make a d... ... middle of paper ... ...
Data on SAT scores by race shows that White test-takers perform significantly better than all racial minorities with exception of Asians. African-Americans consistently perform most poorly on the SAT. One possible explanation is bias in question construction. The SAT uses an experimental section to test questions that may be used for the future. If they don’t test well, they are scrapped. If they do, they are placed on future tests. Jay Rosner analyzed 276 verbal and math questions from the 1998-2000 SATs. He discovered what he calls “Black questions,” which more Blacks than Whites answered correctly on the experimental sections. These questions never make it into the scored sections and instead, the SAT contains “White questions” (Rosner). Rosner argues that the questions are geared toward Whites, as test developers are mandated to recreate the norm, and the norm is White males outperforming their peers. Another form of racial bias that has been researched is Differential Item Functioning (DIF). A DIF question is one in which students “matched by proficiency” and other factors have variable scores, predictably by race, on selected questions. Santelices and Wilson found in 2010 that the SAT has these DIF questions, and
Vars, F. E., & Bowen, W. G. (1998). Scholastic aptitude test scores, race, and academic performance in selective colleges and universities. (In Jencks, C. & Phillips, M. (Eds.), The Black-White Test Score Gap (pp. 55-85). Washington, DC: Brookings Institution
Standardized testing is a down fall to many students but also an opportunity for many others. Standardized testing has its pros and its cons. It can be the make it or break it factor into getting into colleges you are hoping to attend or the scholarships you want to earn. Some people may have their opinions about the test, whether they hate it or not but the fact is that it’s here to stay.
One of the biggest topics in the educational world is standardized tests. All fifty states have their own standards following the common core curriculum. There are many positives and negatives that go with the standardized tests. A standardized test is any type of “examination that's administered and scored in a predetermined, standard manner” (Popham, 1999). These standardized tests are either aptitude tests or achievement tests. Schools use achievement tests to compare students.