Since the announced changes to the SAT in March 2014, College Board officials have been on the world tour of high schools and education conferences trying to wow educators with their shiny new toy, the 15th iteration of the SAT. They’ve published exhaustive treatises on the research and specifications behind the changes, hosted dozens of gatherings and yet have provided no real information for the students who will actually take the test. These kids have been left to decode marketing-speak extolling the virtues of a test “more aligned with school work” and “based on a foundation of research.” Newspapers have picked up on the College Board’s talking points and parroted them without providing clarification, further confusing families and adding to the anxiety surrounding an already fraught time. So this leaves little ole me with the herculean task of laying plain that which has been obfuscated. I’ve been trying to work through each of the “8 Key Changes” and translate them into laymen’s terms so that they are more easily digested. Previously, I analyzed “Founding Documents and the Great Global Conversation“. As with that analysis, here I’ll also seek to answer these three key questions:
- What does this really mean?
- What level of impact will this change have for test takers?
- Is this really a change or is it simply a redistribution of the same ole same?
So, let’s do this thing!
Continue reading SAT Disambiguation – Real World Math Problems
In my continuing effort to understand the rhetoric behind and disambiguate the marketing jargon used to describe the redesigned SAT (henceforth referred to as SAT version 15 or SAT v15.0), today I’ll explore what the College Board means by Founding Documents and the Great Global Conversation. This high-highfalutin and important sounding language has been bandied about a great deal in order to support the notion that this latest redesign of the SAT has made a radical departure from the ghosts of SATs past. It’s also been held up as the shining example of SAT v15.0 testing “what really matters” to college and career readiness and only things that are “worthy of close attention”. But each time I hear the term it makes me ask “what does Founding Documents really mean?”, “how does this really impact students?”, and “is it a real change to the test?”.
Continue reading SAT Disambiguation – Founding Documents and the Great Global Conversation
With close of the “college application season,” I’m once again reminded of the stark differences in the college application process for students from low income families and that for the 1%. With every blog or article I read, I’m continually reminded how divided America is in every way. Divided informationally. Divided experiencially. Divided economically. Divided racially. Divided educationally. Just divided. This division is no small matter, it’s a chasm that starts with access to pre-k programming, blossoms in primary school, matures throughout higher education, and culminates in the workplace. The college admissions process is not immune to these conditions and concerns (despite its theoretical claims to a meritocracy). In fact, the college application and admission process may be the very nexus of these myriad issues and bring to a head the years-long growth of inequity between the haves and have-nots. But since I can’t address, cure, or understand all the ills of society, I’ll just explore differences between the college preparation and application process for the haves and have-nots (and yes I’ll ignore America’s shrinking middle class).
Continue reading A Tale of Two College Processes