May 2001

The SAT Dilemma: Does It Stay or Does It Go? By Marcelle Heerschap, Dean of Admissions Much discussion has taken place recently about the value of the Scholastic Aptitude Test (SAT) and whether universities should continue to use it as part of the admissions decision-making process. Richard Atkinson, president of the University of California has proposed dropping the SAT I (aptitude test) and using only the SAT II (subject tests) as a requirement for university admission. Atkinson believes that without the SAT I, "educators would be free to improve teaching and curriculum, and students would be free to concentrate on learning rather than on test taking." Most high school students attempt the Preliminary SAT (PSAT) for the first time during their sophomore year and take their first SAT I during their junior year. The test is intended to measure 11 years of cumulative knowledge in mathematics and English; however, many students, especially those from low-income families and inner-city schools, do not score well on the test. Does this mean that the test is flawed, and we should therefore throw it out? Or are there possibly gaps in these students' educations? As an admissions professional at a major Virginia university, how do I justify admitting a student who has achieved a 3.9 cumulative grade point average in high school, is in the top 10 percent of his or her graduating class, but has scored only 690 out of a possible 1600 on the SAT I? Conversely, why would I consider admitting a student who has a cumulative grade point average of less than 2.0, is in the bottom quarter of his or her graduating class, but has scored 1560 on the SAT I with a perfect score on the mathematics section? The SAT is only one of several criteria used in the admissions process; however, it is one of only two common measures that we currently have to test basic competencies in English and mathematics. The other measure, which is more commonly used in the middle of the United States, is the American College Test (ACT). In an educational system with very little consistency between grading scales and no agreement on what is necessary to achieve a certain grade, it is impossible for an admissions officer to determine what a student has really learned by the grade for a particular course. Minimum percentage marks that determine a grade of A range from 90 percent to 94 percent depending on the state, district, or high school from which the student receives his or her diploma. Even in a small region like Northern Virginia, there is discrepancy between the grading scales. The differences among grades of B, C, and D can vary even more widely depending on whether the passing grade is 60 percent, 65 percent, or 70 percent. I do not believe any college or university in the United States would admit a student solely on the basis of his or her SAT I score. Research tells us that high school curriculum and grades are usually the best predictor of academic success. However, with the variance between curricula and grades, it is difficult to make decisions without other measures--both qualitative and quantitative. Many schools ask applicants to write an essay, prepare a statement of honors and activities, and present letters of recommendation, in addition to sending in high school grades and SAT I or ACT test scores. An admissions interview is also useful in the decision-making process. All these factors together help us determine whether a student has the potential to succeed in a university environment. Most universities also evaluate their students' success after enrollment to determine whether the right applicants were chosen. If a large number of freshmen are unable to complete the year successfully, then the right students for that institution have not been admitted. Throwing out the SAT I may seem like a solution to Atkinson's problem in California. However, his suggestion would take away a valuable tool that admissions officers use to make a fair and equitable decision in a system where there is little consistency between schools and grading scales. Equity and excellence are not achieved by throwing out one test only to replace it with another. This article was originally published in the Fairfax Extra section of the Washington Post.