Rethinking the SAT: The Future of Standardized Testing in University Admissions / Edition 1

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Rethinking the SAT is a unique presentation of the latest thoughts and research findings of key individuals in the world of college admissions, including the president of the largest public university system in the U.S., as well as the presidents of the two companies that sponsor college admissions tests in the U.S. The contributors address not only the pros and cons of the SAT itself, but the broader question of who should go to college in the twenty-first century.

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Product Details

  • ISBN-13: 9780415948340
  • Publisher: Taylor & Francis
  • Publication date: 2/1/2004
  • Edition number: 1
  • Pages: 392
  • Product dimensions: 6.20 (w) x 9.00 (h) x 1.00 (d)

Meet the Author

Rebecca Zwick is a Professor at the Gevirtz Graduate School of Education at the University of California, Santa Barbara. She is a former researcher for Educational Testing Service (ETS) and author of Fair Game: The Use of Standardized Admissions Tests in Higher Education (RoutledgeFalmer).

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Table of Contents

List of Contributors
Pt. I Standardized Test and American Education: What Is the Past and Future of College Admissions Testing in the United States? 1
A History of Admissions Testing 5
Achievement versus Aptitude in College Admissions 15
Standardized Tests and American Education 25
Doing What Is Important in Education 33
Remarks on President Atkinson's Proposal on Admissions Tests 37
Aptitude for College: The Importance of Reasoning Tests for Minority Admissions 41
A Historical Perspective on the Content of the SAT 57
Innovation and Change in the SAT: A Design Framework for Future College Admission Tests 75
Commentary of Part I: Admissions Testing in a Disconnected K-16 System 93
Pt. II College Admissions Testing in California: How Did the California SAT Debate Arise? 101
Rethinking the Use of Undergraduate Admissions Tests: The Case of the University of California 103
UC and the SAT: Predictive Validity and Differential Impact of the SAT I and SAT II at the University of California 125
Commentary on Part II: Changing University of California Admissions Practices: A Participant-Observer Perspective 155
Pt. III Race, Class, and Admissions Testing: How Are Test Scores Related to Student Background and Academic Preparation? 163
Equitable Access and Academic Preparation for Higher Education: Lessons Learned from College Access Programs 167
Group Differences in Standardized Test Scores and Other Educational Indicators 189
Is the SAT a "Wealth Test"? The Link Between Educational Achievement and Socioeconomic Status 203
Evaluating SAT Coaching: Gains, Effects and Self-Selection 217
Commentary on Part III: Differential Achievement: Seeking Causes, Cures, and Construct Validity 235
Pt. IV The Predictive Value of Admissions Tests: How Well Do Tests Predict Academic Success for Students from a Variety of Backgrounds? 245
The Utility of the SAT I and SAT II for Admissions Decisions in California and the Nation 251
Replacing Reasoning Tests with Achievement Tests in University Admissions: Does It Make a Difference? 277
Differential Validity and Prediction: Race and Sex Differences in College Admissions Testing 289
The Effects of Using ACT Composite Scores and High School Averages on College Admissions Decisions for Ethnic Groups 303
Inequality, Student Achievement, and College Admissions: A Remedy for Underrepresentation 321
Reassessing College Admissions: Examining Tests and Admitting Alternatives 345
Commentary on Part IV: Predicting Student Performance in College 355
Author Index 359
Subject Index 365
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