It is a blustery Saturday morning in New York City, as high school students frantically stream through the doors of the local high school. Test proctors assign students to their seats, as preparations for the exam to begin. It is a day that will determine the rest of their career and lives. It is SAT test day.
Test proctors direct Joe Harris, a white, upper class student, towards a seat near Wes James, a black, lower class student. Joe has attended the one of the best prep schools in New York: Horace Mann, costing over $40,000 per year. Wes has attended the local public school. Joe has spent thousands of dollars on coaching in preparation for the SATs. Wes struggled to receive a scholarship to even take the SATs. Joe is well rested and ate …show more content…
Nonetheless, economic bias is so ingrained in the standardized testing model, that traditional teaching methods cannot overcome it. The Nation Magazine quantifies, citing student achievement outcomes on tests as 15% dependent on teaching quality and an astounding 60% dependent on socioeconomic related factors (Goldstein). Furthermore, a study from the Federal Reserve Bank of St. Louis found that areas with higher property prices also tended to have access to school districts of higher quality (Chiodo). Thus, more resourced individuals receive better schooling and subsequently, more opportunities to score higher. One would assume that if all students were to take the same test, then it must be fair. Nevertheless, this perception is proven false when we examine the extent to which socioeconomic factors affect the outcomes of student …show more content…
Our education system relies too heavily on standardized testing, from graduating high school or entering college. However, many people “do not understand the mechanisms that stack cards against so many children” (Harkins). When socioeconomic status and race become critical factors in achieving success on standardized tests, it disadvantages those already disadvantaged. Groups like the NAACP and National Urban League are fighting to bring the end of these tests in the name of equality, and are bringing much needed attention to this issue (Krishna). Education demands metrics gauging student progress, yet the data yielded by standardized tests is not an honest representation. In statistics, flawed inputs always result in flawed results. By disproportionately harming minorities and low-income groups, standardized tests perpetuates preexisting cycles of
Test proctors direct Joe Harris, a white, upper class student, towards a seat near Wes James, a black, lower class student. Joe has attended the one of the best prep schools in New York: Horace Mann, costing over $40,000 per year. Wes has attended the local public school. Joe has spent thousands of dollars on coaching in preparation for the SATs. Wes struggled to receive a scholarship to even take the SATs. Joe is well rested and ate …show more content…
Nonetheless, economic bias is so ingrained in the standardized testing model, that traditional teaching methods cannot overcome it. The Nation Magazine quantifies, citing student achievement outcomes on tests as 15% dependent on teaching quality and an astounding 60% dependent on socioeconomic related factors (Goldstein). Furthermore, a study from the Federal Reserve Bank of St. Louis found that areas with higher property prices also tended to have access to school districts of higher quality (Chiodo). Thus, more resourced individuals receive better schooling and subsequently, more opportunities to score higher. One would assume that if all students were to take the same test, then it must be fair. Nevertheless, this perception is proven false when we examine the extent to which socioeconomic factors affect the outcomes of student …show more content…
Our education system relies too heavily on standardized testing, from graduating high school or entering college. However, many people “do not understand the mechanisms that stack cards against so many children” (Harkins). When socioeconomic status and race become critical factors in achieving success on standardized tests, it disadvantages those already disadvantaged. Groups like the NAACP and National Urban League are fighting to bring the end of these tests in the name of equality, and are bringing much needed attention to this issue (Krishna). Education demands metrics gauging student progress, yet the data yielded by standardized tests is not an honest representation. In statistics, flawed inputs always result in flawed results. By disproportionately harming minorities and low-income groups, standardized tests perpetuates preexisting cycles of