Following the first administration of the new SAT, the College Board released a highly unscientific survey comparing 8,089 March 2016 test-takers to 6494 March 2015 test-takers.
You can read the whole thing here, but in case you don’t care to, here are some highlights:
- 75% of students said the Reading Test was the same as or easier than they expected.
- 80% of students said the vocabulary on the test would be useful to them later in life, compared with 55% in March 2015.
- 59% of students said the Math section tests the skills and knowledge needed for success in college and career.
Leaving aside the absence of some basic pieces of background information that would allow a reader to evaluate just how seriously to take this report (why were different numbers of test-takers surveyed in 2015 vs. 2016? who exactly were these students? how were they chosen for the survey? what were their socio-economic backgrounds? what sorts of high schools did they attend, and what sorts of classes did they take? what sorts of colleges did they intend to apply to? were the two groups demographically comparable? etc., etc.), this is quite a remarkable set of statements.
Think about it: the College Board is essentially bragging — bragging — about how much easier the new SAT is.
Had a survey like this appeared even a decade ago, it most likely would be have been in The Onion. In 2016, however, the line between reality and satire is considerably more porous.
To state the obvious, most high school juniors have not ever taken an actual college class (that is, a class at a selective four-year college), and it is exceedingly unlikely that any of them have ever held a full-time, white collar job. They have no real way of knowing what skills — vocabulary, math, or otherwise — will actually be relevant to their futures.
Given that exceedingly basic reality, the fact that the College Board is touting the survey as being in any way indicative of the test’s value is simultaneously hilarious, pathetic, and absurd.
So, a few things.
First, I’ve said this before, but I’ll reiterate it here: the assertion that the SAT is now “more aligned with what students are learning in school” overlooks the fact that the entire purpose of the test has been altered. The SAT was always intended to be a “predictive” test, one that reflected the skills students would need in college. Unlike the ACT, it was never intended to be aligned with a high school curriculum in the first place.
Given the very significant gap between the skills required to be successful in the average American high school and the skills necessary to be successful at a selective, four-year college or university, there is a valid argument to be made for an admissions test aligned with the latter. But regardless of what one happens to think about the alignment issue, to ignore it is to sidestep what should be a major component of the conversation surrounding the SAT redesign.
Second, the College Board vs. ACT, Inc. competition illustrates the problem of applying the logic of the marketplace to education.
In order to lure customers from a competitor, a company must of course aim to provide those customers with an improved, more pleasurable experience. That principle works very well for a company that manufactures, say, cars, or electronics.
If your customers are students and your product is a test, however, then the principle becomes a bit more problematic.
The goal then becomes to provide students with a test that they will like. (Indeed, if I recall correctly, when the College Board first announced the redesign, the new test was promoted as offering an improved test-taking experience.)
What sort of test is that?
A simpler test, of course.
A test that inflates scores, or at least percentile rankings.
A more gameable test: one on which it is technically possible to obtain a higher score by filling in the same letter for every single question than by answering any of the questions for real.
A test that makes students feel good about themselves, while strategically avoiding anything that might directly expose gaps in their basic knowledge — gaps that their parents probably don’t know their children possess and whose existence they would most likely be astounded to discover. (Trust me; I’ve seen the looks on their faces.)
Most of the passages on the English portion of the ACT are written around a middle school level, as are the Writing passages on the new SAT. Unlike the ACT, which assigns separate scores to the English and Reading portions, the new SAT takes things a step further and combines Reading and Writing portions into a single Verbal score. As a result, the SAT allows students reading below grade level to hide their weaknesses much more effectively.
Indeed, I’d estimate that most of my ACT students, many of whom switched from the SAT because the reading was simply too difficult, were reading at somewhere between a seventh- and a ninth-grade level. Those students are pretty obviously the ones the College Board had in mind when it redesigned the verbal portion.
Forgive me for sounding like an old fogey from the dark ages of 1999 here, but should a college admissions test really be pandering to these types of students? (Sandra Stotsky, one of two members of the Common Core validation committee to reject the standards, has suggested that the high school Common Standards be applied to middle school students as a benchmark for judging whether they are ready for high school.)
And for colleges, do the benefits of collapsing the distinction between solid-but-not-spectacular readers and the exceptional readers truly outweigh the drawbacks? Those sorts of differences are not always captured by grades; that is exactly what has traditionally made the SAT useful.
Obviously, the achievement gap is the omnipresent elephant in the room. Part of the problem, however, is the college admissions system poses such vastly different challenges for different types of students; there’s no way for a single test to meet everyone’s needs.
I’m not denying that for students aiming for elite colleges, the college admissions process can easily spiral out of control. I’ve stood on the front lines of it for a while now, and I’ve seen the havoc it can wreak — although much of the time, that havoc also stems from unrealistic expectations, some of which are driven by rampant grade inflation. An 1100 (1550) SAT was much easier to reconcile with B’s and an occasional C than with straight A’s.
A big part of the stress, however, is simply a numbers game: there are too many applicants for too few slots at too few highly desirable schools. Changing the test won’t alter that fact.
If anything, a test that produces more high-scoring applicants will ultimately increase stress levels because yet more students will apply to the most selective colleges, which will in turn rely more heavily on intangible factors. Consequently, their decisions are likely to become even more opaque.
At the other extreme, the students at the bottom may in fact be lacking basic academic vocabulary such as “analyze” and “synthesize,” in which case it does seem borderline sadistic to test them on words like “redolent” and “obstreperous.” It’s pretty safe, however, to assume that students in that category will generally not be applying to the most selective colleges. But in changing the SAT so that the bottom students are more likely to do passably well on it, the needs of the top end up getting seriously short shrift. No one would argue that words like “analyze” aren’t relevant to students applying to the Ivy League; the problem is that those students also need to know words like “esoteric” and “jargon” and “euphemism” and “predicated.”
The easiest way to reduce the gap between these two very disparate groups is of course to adjust to the test downward to a lower common denominator while inflating scores. But does anyone seriously think that is a good solution? Lopping off the most challenging part of the test, at least on the verbal side, will not actually improve the skills of the students at the bottom. It also fails to expose the students at the top to the kind of reading they will be expected to do. And even if the formerly ubiquitous flashcards disappear and stress levels temporarily dip, the underlying issues will remain, and in one guise or another they will inevitably resurface.
I’m not naive enough to think that the SAT redesign will have an earth-shattering effect on most high school students. The students who have great vocabularies and read non-stop for pleasure won’t suddenly stop doing so because a handful of hard words are no longer directly tested on the SAT. The middling ones who were going to forget all of those flashcards they tried to memorize will come out pretty much the same in the end. The ones who never intended to take the test will sit through it in school because they have no choice, but I know of no research to suggest that are more likely to complete a four-year degree as a result. Plenty of students whose parents initially thought Khan Academy could replace Princeton Review will discover that their children need some hand-holding after all and sign them up for a class — especially if all of their friends suddenly seem to be scoring above the 95th percentile. Not to mention the thousands of kids who will ignore the redesign altogether and take the ACT, just as they intended to do in the first place.
Rather, my real concern is about the message that the College Board is sending. Launching a smear campaign to rebrand the type of moderately challenging vocabulary that peppers serious adult writing as “obscure” might have been necessary to win back market share, but it was a cheap and irresponsible move. It promotes the view that a sophisticated vocabulary is something to be sneered at; that simple, everyday words are the only ones worth knowing. Even if that belief is rampant in the culture at large, shouldn’t an organization like the College Board have some obligation to rise above it? It suggests that knowledge acquired through memorization is inherently devoid of value. It misrepresents the type of reading and thinking that college-level work actually involves. It exploits the crassest type of American anti-intellectualism by smarmily wrapping it in a feel-good blanket of social justice. And it promotes the illusion that students can grapple with adult ideas while lacking the vocabulary to either fully comprehend them or to articulate cogent responses of their own.
What is even more worrisome to me, however, is that the College Board’s assertions about the new test have largely been taken at face value. Virtually no one seems to have bothered to look at an actual recent SAT, or interviewed people who actually teach undergraduates (as opposed to administrators or admissions officers), or even stopped to consider whether the evidence actually supports the claims — that whole “critical thinking” thing everyone claims to be so fond of.
And that is a problem that goes far, far beyond the SAT.
At the [extremely high] risk of sounding like a cynical conspiracy theorist…
Yes – the bell will flatten. More elite students will ace the exam, making it harder to distinguish among them on the basis of the test, according the elite schools more freedom. They will have more leeway to choose from among the aces for reasons of their own choosing. As you say, more opaque. For the elite schools a feature, not a bug.
The flattening of the bell will also make the 2nd tier larger. More 2nd tier students and more 2nd tier colleges. Everyone’s happy.
As for what happens with the worker bees in the lower tiers – those to whom the rSAT is ostensibly crafted to “deliver opportunity.” As David Byrne would say, same as it ever was, except more so, since there will be more of them.
They set it up so well, so carefully ~
The smartest and most well-heeled will still end up in the ruling class. The professional class will grow, and that’s fine. Among other benefits, such growth will drive down the cost of professional services, which are used in large part by the ruling class.
And the plebes? I think we can all agree that college should be a place to learn valuable “skills.” Think vocational and obedience training. Plus, if more of them get the satisfaction of calling themselves college graduates, maybe they’ll complain less.
Not that I believe a word of it, mind you. But it’s fun to think about, in an utterly horrifying sort of way ; )
“It promotes the view that a sophisticated vocabulary is something to be sneered at; that simple, everyday words are the only ones worth knowing.”
I disagree to this extent: What it does is remove words such as “treacly” – one of the target words in the old SAT Official Guide’s practice tests – that students are likely to encounter so infrequently in their future lives, if ever, that current knowledge of meaning is more a test of blind luck than breadth of vocabulary. And it makes justifiable concessions to the realities that semantic memory is limited – even given neuroplasticity – and that in their future educational and post-educational lives students can google and learn words such as “redolent” and “obstreperous” if and as needed.
My biggest beef with the New SAT is that it holds out the advanced math that it tests as being what the students will need in the white collar jobs to which virtually all SAT test-takers aspire, because
almost nothing could be farther from the truth – even granting that they might need some of that math in college.
When was the last time any of you used algebra when its usage wasn’t related to teaching it? And how frequently have you used it – or trigonometry – in the last year in other than educational contexts? But don’t just take my word and your own experience for it; instead, check out this link and ask yourself how the College Board can justify its claims about the importance of advanced math in its test-takers future careers: https://www.theatlantic.com/business/archive/2013/04/heres-how-little-math-americans-actually-use-at-work/275260/
The issue with vocabulary for me isn’t really the particular words per se, but really the fact they tend to correlate with how well-read someone is. A kid who knows what “treacly” or “redolent,” or “obstreperous,” or “magnanimous” means is probably a kid who happens to read a lot of different types of things. (For the record, there are numerous references to treacle tart in the Harry Potter books, and from there a bright kid can make a reasonable guess; I actually learned the word in elementary school, from reading the Mary Poppins books. British kiddie lit is phenomenal in terms of vocab.) There are obviously kids who sit with “Direct Hits” or whatever other book and memorize hundreds of words; for them, it is pretty much the luck of the draw. But that said, the kids I’ve worked with who fell into that category tended to top out right below 700 because there were always just enough things they didn’t know — passages also, not just vocab — to consistently give them trouble. Memorization only got them so far. The ones who did get higher already had vocabularies that were pretty strong, and they also knew how to figure things out when they weren’t 100% sure (which is, I would argue, a big part of what the SAT was really testing).
Just an FYI- The Renaissance Learning study cited in the Huffington Post article is also faulty. I’ve written about it (https://thereadingzone.wordpress.com/2013/06/12/the-kids-are-still-all-right-despite-what-accelerated-reader-might-say/) as have many others.
Thanks for letting me know; I’ve removed that part of the post. Honestly, the report did seem sketchy to me, and I probably should have taken more time to check it out.
Even if the research it’s based on is bunk, though, I don’t see a lot of kids reading at a particularly high level across the board — or rather, I’ve seen a few kids getting assigned challenging English reading and actually doing it, plus often reading a lot on their own; a lot of kids getting assigned English class reading that isn’t particularly challenging, and rarely reading on their own; and a handful of kids who simply went on Sparknotes for pretty much every assignment, challenging or otherwise, and never actually read a book. With one partial exception, I only ever saw the first group do well on the SAT.
I realize that reports like the Ren. Learning study are designed to prompt a lot of hand-wringing and ultimately to drive the “reform” movement, but I really do think that below the very top level, American kids aren’t getting exposed to particularly challenging works. Some of the kids I’ve tutored in that category have struggled with school in general, but others were clearly very bright and had never really been challenged. The reformsters and the edu-tech industry may be exploiting that fact to drive privatization, which I’m obviously very strongly against, but at least based on my own observations, I still do think there’s a problem.
Wow, you have such well thought out posts. Great reading for a fellow tutor. Thanks, this is helping me sort out just what I don’t like about the rSAT and frankly, the ACT as well.