Drop the SAT and ACT as a Requirement for Admission, Top UC Officials Say
Article from: Los Angeles Times
Article analysis: Carlie Olsen
In this article, Wantanabe with the Los Angeles Times considers how SAT and ACT requirements affect a student’s admission into a college. She argues that these provided standardized tests are designed to “compare students against one another in a way to produce high and low scores” (Wantanabe 1) and do not reflect a student’s full potential. She explores the option of a different standardized test, which would be directly tied to the state’s common core curriculum. Additionally, research suggests “high school grades are the strongest single predictor of student success” (Wantanabe 1) which means that during the holistic review process, such scores are not even the largest factor for admissions. Additionally, SAT and ACT scores rely heavily on socio-economic background, leaving minorities and the underprivileged at a disadvantage in the admissions process.
I agree with Wantanabe’s argument, as it is true that a score on a single test is a large determinant of future student success. One of my main concerns regarding standardized test scores is the economic factor going into the, which Wantanabe addresses in saying, “performance on the SAT and ACT was so strongly influenced by family income, parents’ education, and race” (Wantanabe 1). With this sentiment, my personal opinion points out how low income families can fall through the cracks: when the upper class can pay for intensive tutoring as well as repeated tests taken, it is easy for the middle and lower classes to fall behind. The divide between the rich and the poor is already evident in many other areas in society, including present admissions decisions. Defining a student by a single score that is propelled by a product of family’s wealth only drives the gap between the rich and the poor further. If colleges do insist on a standardized-type test to evaluate students, I am in favor of Brown’s idea of a test given to students that caters to each state’s common core requirements. This way, students are all taught the same material and can be seen as more of an ‘accumulative final’ as opposed to the SAT or ACT, which is not taught in school.


