Standardized Testing in the Midst of Human Diversity
Jeremiah Starr
This paper was completed and submitted in partial fulfillment of the Master Teacher Program, a 2-year
faculty professional development program at the Center for Faculty Excellence, United States Military
Academy, West Point, NY, 2012.
Introduction:
The current educational system utilizes standardized testing to assess students. An
over-arching dilemma centers on whether or not standardized testing should be utilized
if is viewed as existing in an unfair state and fails to accommodate human diversity.
There is nothing standard or absolute in life and the same can be said regarding high
stakes testing within education. The academic community has endured a lengthy
debate on the appropriateness of standardized testing within such diverse contexts.
This paper explores key aspects of the debate and provides areas of interest that relate
to elite universities. Analysis of standardized testing practices in American schools
revealed an opportunity for those on both sides of the argument to acknowledge the
existence of weaknesses within their faction. Yes, standardized testing is needed to
measure a student’s potential for academic success but, the current system of
implementation and shrouded secrecy exasperates the already sensitive social issue
within academics. This short essay will address a few key points within the argument
and display the complexity of the discussion within the academic community.
Limitations:
In an effort to support open honesty I have chosen to present the limitations of my
standardized testing analysis up front within the presented paper. Furthermore, my
existence as a minority from the Deep South and meager upbringing, make this text
susceptible to unconscious bias. My success despite mediocre standardized test
scores and status as a minority may subliminally place my analysis in a defensive
posture within the academic discussion. These limitations have been addressed and
will not detract from the presented text. Acknowledgement of these weaknesses
improves content validity and expands the academic discussion in a neutral manner.
Current Standardized Testing Debate in the Academic Community
The academic community appears to be split regarding the effectiveness and fairness of
standardized testing within academics. Educators have not fully addressed the issue
between human learning and cognitive sciences (Pellegrino & Chudowsky, 2003).
Additionally, there are numerous scholars and practitioners who assert that
standardized testing is both fair and equitable (Au, 2008; Rouling, 2010). While this is
true a number of reasons have surfaced that attempt to destroy the strangle hold that
standardized testing has within our current educational system. Evidence has shown
that standardized testing may inaccurately predict minority success in academics
(Hoffman & Lowitzki, 2005). Test preparation strategies and opportunities cast a
negative light on any results retrieved through standardized testing (Alon, 2010). Open
resistance to standardized testing is now taking form within educational institutions
(Hursh, 2005). Additionally, alternative aptitude tests are being analyzed for
implementation in academic institutions (Stringer, 2008). These factors make the
standardized testing argument essential to any institution of higher learning that desires
to provide equitable academic opportunities for students. In light of these facts, elite
universities continue to engage in countless endeavors to diversify the student
composition. Many institutions place considerable importance on standardized test
scores and have inevitably chosen as side within the argument.
Areas of Interest for Elite Schools
Cursory examination of elite university’s standardized testing positions renders key
areas of interest. Undoubtedly, these institutions utilize standardized test scores and
placement test scores within their admissions deliberation process. Therefore it is
important to express alternative interpretations of these academic testing practices.
Some educators assert that utilizing high-stakes testing results may contribute to social
injustice within the American education system (Syverson, 2009). This detracts from
the tireless efforts that these schools take in an effort to display diversity and fairness.
A large number of American households do not earn enough income to send their
children to the elite test prep courses. Applicants with honed test taking skills have a
marked advantage over less prepared students who cannot afford the augmented
educational support. In other words, the standardized test may not holistically measure
the required aptitude for academic instruction and may in fact simply report the
student’s prowess regarding test taking capabilities. Another key area of interest
centers on minority recruiting criteria and policies. Elite colleges have been known to
utilize subjective admission preference practices (Espenshade, Chung & Walling, 2004).
Dependence on standardized test scores forces elite institutions to utilize selection
processes that propagate a perceived inequitable social system. Utilization of
standardized testing and placement tests fail to consider the distinct differences that
exist within minority groups (Hicklin & Meier, 2008). A credible alternative would be to
lessen the influence of standardized testing and focus on accessing an applicant’s
critical thinking skills (Cress, 1996).
The Way Ahead
The road ahead is clear for elite schools and their legendary commitment to excellence
will remain the academic roadmap in academia. Educators should analyze the success
of schools and students that have abandoned standardized testing practices and
maintain an “optional only” stance regarding standardized testing as a measurement
tool (Epstein, 2009). Furthermore, stopping the current secrecy and dishonesty in
standardized testing in relation to college admissions preferences is paramount to
preventing reverse racism and continued social injustice by means of education.
(Thernstrom, H & Thernstrom, S, 1996). Is it American to deny a student the opportunity
to receive an education from an elite university due primarily to both race and
standardized test scores? Open acknowledgement of potential test bias would solidify
theses institutions as holding a position of moral / social high-ground within the
academic community (Aguinis, Culpepper &Pierce, 2010). Identifying these test flaws
substantiates the proposed downgrade of influence regarding standardized test scores
in elite schools.
Conclusion
Utilization of standardized testing which fails to acknowledge human diversity may
inadvertently require educational institutions to participate in reverse racism while
attempting to manufacture diversity on American campuses. Failure to acknowledge
the limitations of standardized testing in diverse contexts only propels an educational
system that is perceived by both the minority and majority as existing in a contradictory
state. The real social injustice is truly the fact that in 2012 there is still a reluctance to
openly discuss issues surrounding inequality within a free nation! Every citizen should
be afforded the opportunity to learn at an elite institution. The current standardized
testing policy is not aligned with human diversity and may be what some would classify
as divisive in nature!
Annotated Bibliography:
Schauer, E. J., Osho, G., & Lanham, B. (2011). A comprehensive analysis of the
efficacy of non-cognitive measures: predicting academic success in a historically black
university in south Texas. Journal of College Teaching & Learning, 8(4), 43-51.
Retrieved from EBSCOhost.
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The article presents an alternative to standardized testing as we know it. Unfortunately,
the proposed measurement tool is deemed less effective but, raises awareness
regarding the need to revamp the current standardized testing system that is perceived
by many in education as being inequitable. The article lacks sufficient support and
needs further documented data.
Culpepper, S. A., & Davenport, E. C. (2009). Assessing differential prediction of college
grades by race/ethnicity with a multilevel model. Journal of Educational Measurement,
46(2), 220-242. Retrieved from EBSCOhost.
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Culpepper and Davenport’s (2009) text highlights the inability to properly gauge student
aptitude / potential when considering race & ethnicity. The variables outnumber the
constants and the author’s article displays the unique task that academic institutions
nationwide undertake each year. Given the complexity of college admissions criteria it
is important to unearth the inability to concretely measure a potential applicant. The
article successfully displays the uniqueness of American society regarding student
potential.
Jalomo, R. r. (2000). Assessing minority student performance. new directions for
community colleges, (112), 7-18. Retrieved from EBSCOhost.
http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com.library.capella.e
du/login.aspx?direct=true&db=eric&AN=EJ625262&site=ehost-live&scope=site
Jalomo’s article focuses on the assessment of minority student performance. The
author provides needed contrasting perspectives which cast standardized testing
practices in a more negative light. Evidence depicting minority students as under
achievers on standardized tests supports the assertion that there is potential bias within
the testing system and reveals social factors that hinder minority students. The article
does not reveal new data and re-iterates commonly held beliefs on both sides of the
standardized testing argument.
Aud, S., Fox, M., KewalRamani, A., & National Center for Education Statistics, (2010).
Status and trends in the education of racial and ethnic groups. NCES 2010-015.
National Center for Education Statistics, Retrieved from EBSCOhost.
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The US Department of Education’s Status and Trends in the Education of Racial and
Ethnic Groups presents needed quantitative data to the presented paper. The paper
primarily analyzes qualitative rhetoric with a lack of measurable evidence. However, the
measurable evidence is vivid within the text and displays the lopsided results of
standardized testing within America.
Kirkland, A., & Hansen, B. B. (2011). 'How do i bring diversity?' race and class in the
college admissions essay. Law & Society Review, 45(1), 103-138. doi:10.1111/j.15405893.2011.00429.x
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The author’s (2011) text addresses the recent addition of college admission essays.
Distinct differences are evident within essays written by students of diverse races /
ethnicity. These differences support the complexity of the standardized testing system
and displays the need for alternative assessment techniques. The title is a graphic
reminder of the need to both acknowledge diversity in education and ensure diversity
considerations are part of the educational assessment system.
Murray, D. W. (1996). Racial and sexual politics in testing. Academic Questions, 9(3),
10. Retrieved from EBSCOhost.
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Murray ushers in evidence of what is perceived as sinister motives behind standardized
testing. The text also presents the political considerations that are ingrained within our
nationwide standardized testing practices. Additionally, Murray’s text does not fail to
reveal the gender problems that still exist within our educational system.
Higgins, M. J. (2009). Standardized tests: wristwatch or dipstick?. Research in
Education, (81), 1-11. Retrieved from EBSCOhost.
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Higgins’ text presents sound rationale for continued utilization of the current
standardized testing system / practices. The text adds balance to the presented paper
and displays the rationale behind the early conception / implementation of standardized
testing practices in America. The text assists in eliminating commonly held assertions
that standardized testing was implemented to maintain an American class system.
Nieli, R. K. (2004). The changing shape of the river: affirmative action and recent social
science research. Academic Questions, 17(4), 7-59. Retrieved from EBSCOhost.
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Nieli attempts to display the contradictory nature of our current American educational
system. The author unearths buried research that is damning to both non-supporters
and supporters of affirmative action practices. The author’s text raises the question if it
is ever ethical to discriminate the majority for the minority and vice versa? Academic
institutions that think they are doing the “most good” may in fact inadvertently participate
in systematic inequality.
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Jalomo, R. r. (2000). Assessing minority student performance. new directions for
community colleges, (112), 7-18. Retrieved from EBSCOhost.
http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com.library.capella.e
du/login.aspx?direct=true&db=eric&AN=EJ625262&site=ehost-live&scope=site
Kirkland, A., & Hansen, B. B. (2011). 'How do i bring diversity?' race and class in the
college admissions essay. Law & Society Review, 45(1), 103-138. doi:10.1111/j.15405893.2011.00429.x
http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com.library.capella.e
du/login.aspx?direct=true&db=tsh&AN=59342829&site=ehost-live&scope=site
Murray, D. W. (1996). Racial and sexual politics in testing. Academic Questions, 9(3),
10. Retrieved from EBSCOhost.
http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com.library.capella.e
du/login.aspx?direct=true&db=aph&AN=9608222899&site=ehost-live&scope=site
Nieli, R. K. (2004). The changing shape of the river: affirmative action and recent social
science research. Academic Questions, 17(4), 7-59. Retrieved from EBSCOhost.
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Retrieved from EBSCOhost.
http://ezproxy.library.capella.edu/login?url=http://search.ebscohost.com.library.capella.e
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