by Spencer Krumholz
Eagle Editorial Board
Currently, colleges receive, process and accept more students each year.
To expedite the application process, college admissions boards have endorsed standardized tests by using them as one of the deciding factors for admission into their respective schools.
These standardized tests, the American College Test (ACT) and the Scholastic Assessment Test (SAT), are used to gauge one’s academic performance and predict how well a student would perform as a freshmen in college.
These tests measure incorrectly.
Students are given a set list of questions that try to challenge the student on what he or she should know going into college.
The College Board claims that their tests review the academic worth of a student, but it is apparent that unique intelligence is ignored with standardized testing.
Scores degrade a student’s personal hard work and work ethic.
These scores do not take into account the personal accomplishments and drive that a student may or may not hold.
Based on several studies, there is an obvious trend of students that perform well on the SAT and ACT.
People who are raised in higher income households perform exceptionally higher than those in low income households.
Lower income families cannot afford the classes to help raise their scores and therefore should not be assessed based on their test performance.
Facts like these shed light on the shortcomings of the tests.
The reason for why colleges put so much weight on these scores is merely because looking quickly at a score to meet the minimum requirements is extremely easy, as opposed to holistically reviewing an application for factors that truly make a student unique. Colleges decide to take the easy way out and put reasonable, well-learned applicants at a disadvantage.
These tests create the perception that a student’s intelligence can be based off a number.
Also, students apply for majors that fit their strengths, not majors that they struggle with.
Perhaps a student is more capable at mathematics and less skilled in reading.
The test’s composite score will be a reflection on both subjects instead of one and may potentially keep a student out of the college of their dreams.
Colleges are inclined to look at a number which, in the end, is irrelevant.
In order to fix this problem, colleges should hire more staff for their admissions boards.
Furthermore, colleges should look more at overall GPA, difficulty of curriculum and involvement in extra-curricular activities.
In order to get to know a student fully, colleges should require interviews with each scholar.
These factors paint a clearer picture when it comes to an admission decision.