SAT and ACT results influence many college admissions decisions and impact students’ futures. Since the mid-1800s, standardized assessments have been used in American education (ProCon). Problems in the education system are frequently blamed on the widespread usage of standardized tests. While many other types of standardized exams are in use, high-stakes achievement assessments have sparked the debate (ProCon). Supporters of SAT and ACT state that standardized exams provide an objective evaluation of knowledge and a solid benchmark for identifying areas for growth, as well as valuable data to assist individuals from underserved groups, and that the results are strong predictors of college and employment success (ProCon).
On the contrary, opponents contend that standardized exams indicate whether children are skilled at taking tests, do not provide a reliable evaluation of progress, and have not enhanced academic achievement. The paper will argue that the ACT and SAT tests should be abolished because of three crucial reasons: inaccuracy, cheating scandals, and economic biases.
The first argument is that the ACT and SAT examinations provide an inaccurate assessment of college preparation and intelligence, undermining their general trustworthiness. They do not test in all areas of education and do not assess pupils’ capacity to think critically or creatively (Reed). The scores are unjust because most students tend to accelerate faster in particular subjects than others. According to research, high school grades better predict a student’s chance of cumulative achievement in college (Hubler). High school GPA captures the behaviors required for college success, such as attendance and assignment completion. A student “with a high GPA and a middling SAT score” has a sixty-two percent likelihood of graduating within six years in less-selective four-year public universities (Cooper 2).
Contrariwise, a student with the reverse qualifications – high SAT score but lower grades – has just a fifty-one percent chance of graduating. Outside factors such as anxiety, exhaustion, and prior instructor regarding the complexity of the test can all have an impact on standardized test performance (ProCon). The assessments merely reveal which individuals are better at preparing for and completing the examinations, not which students have the most knowledge.
Consequently, repeated SAT and ACT cheating incidents occur in the United States and worldwide. The SAT has emerged as the subject of a complex cheating scheme in Asia, which is made partly feasible by the College Board’s reuse of questions (Strauss). In 2017, approximately 3,000 school counselors from hundred nations published a declaration expressing their dissatisfaction with the ACT (Strauss). Because of credible cheating claims, test administration has had to be suspended at the last minute in certain circumstances (Strauss). Hiring impersonators to take the examinations, paying to amend inaccurate answers or fill in missing replies, and bribing proctors and test-site coordinators are examples of test-cheating tactics (Strauss).
The California system has emerged as the largest and most well-known American higher education institution to abandon the two main standardized examinations (Doyne). More than one thousand colleges and institutions have made the SAT and ACT voluntary for admission in the last decade (Doyne). Despite significant variations in test scores and academic performance, graduation rates are nearly equivalent when contrasting test submitters and non-submitters (Strauss). Nevertheless, except for a few well-known examples, including the University of Chicago, the rest have been small colleges.
Those who favor preserving the tests believe universities want a broad standard to assess students from various districts and states. Teachers may also have conscious or unconscious biases for or against a particular student; thus, test assist in measuring students’ knowledge without prejudice (ProCon). Standardized assessments provide a consistent evaluation of pupils’ competence across the country. Governments or local jurisdictions frequently employ psychometricians to guarantee that examinations are equitable among student demographics (ProCon). Furthermore, standardized testing information is another set of data aimed at evaluating student performance, but it may also be used to reflect on curriculum.
Eliminating the exams would require a total redesign of the admissions process, including retraining admissions staff, rewriting applications, and reconsidering an entire methodology (Doyne). Some studies have demonstrated that SAT and ACT results, when paired with the grade point average, can assist in predicting a student’s performance in college, particularly during the pivotal first year (Doyne). SAT and ACT tests evaluate learners using the same set of questions, are administered under virtually identical testing settings, and are scored by a computer (ProCon). As a result, standardized exams are intended to offer objective measurements.
Notwithstanding, the ACT and SAT tests disfavor less affluent students. Statistics indicate that the examinations are fundamentally biased in favor of wealthier, white, and Asian-American students (Hubler). Fifty-five percent of Asian-American examinees and forty-five percent of white participants scored 1200 or above in 2019 (Doyne). These percentages were twelve and nine for Hispanic and black students, respectively. Additionally, proponents of the change argue that judging individuals based on other criteria, such as teacher recommendations, is more equitable.
Because the SAT is $55 and the ACT is $60, some families may only be capable of paying for the examination once (Knowles). For instance, two students with equal ability, one taking the exam once and the other numerous times, may score considerably differently. The SAT and ACT results follow a pattern: children from low-income homes do lower than those from higher-income families (Strauss). Standardized examinations are biased in favor of privileged students who can utilize their advantages to improve their exam performance (Cooper). The efficacy of those famed SAT tutoring and exam-prep courses is exaggerated (Cooper). The impression of injustice may be reason enough for colleges to reconsider eliminating their exam requirements.
To conclude, colleges should abolish the ACT and SAT tests. The foundations behind this argument are inaccurate assessments of students’ ability, numerous cheating scandals in the United States and abroad, and economic prejudices. More than standardized exams are required to assess students’ intelligence and potential. The ACT and SAT exams do not assess college preparedness or achievement and are inaccurate. In terms of college admissions and acceptances, standardized tests place lower-income families at a significant disadvantage. The ACT and SAT are stronger indicators of an individual’s family background and socioeconomic level than their ability to succeed.
The solution is to use school GPA, attendance evaluation, and teacher recommendations to evaluate each student fairly. The grade point average one strives for throughout their high school career better shows their work ethic and intellect. Having test results optional would not jeopardize academic excellence, but it may make institutions more diversified and intellectually challenging. Hence, removing the ACT and SAT tests from the educational system will provide more opportunities for every student to get accepted to colleges and focus on their goals.
Works Cited
Cooper, Preston. “Should Colleges Abandon SAT Score Requirements?” Forbes, Web.
Doyne, Shannon. “Should Students Be Required to Take the SAT and ACT to Apply to College?” The New York Times, Web.
Hubler, Shawn. “Why Is the SAT Falling Out of Favor?” The New York Times, Web.
Knowles, Miranda. “Future or Failure: Why We Should Abolish the SAT and ACT?” Heritage Herald, Web.
ProCon. “Do Standardized Tests Improve Education in America?” Britannica ProCon, Web.
Reed, Sierra. “Should the SAT and ACT be Abolished?” Rio Mirada, Web.
Strauss, Valerie. “Is It Finally Time to Get Rid of the SAT and ACT College Admissions Tests?” The Washington Post, Web.