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August 29, 2007
Tale of two reportsThere’s an old saying that goes, “If you put two economists in one room, you’ll get three opinions.” In education, it can be said, “If two reports are released on the same subject, you’ll get three conclusions.” Actually, you’ll probably get a few more than three conclusions, but you get the point.
It’s a fitting analogy for the recently released reports on the ACT and SAT results for the Class of 2007.
Here’s the scoop: Scores on the ACT once again showed gains, while SAT scores declined for the second straight year. Policy wonks, beltway insiders, and researchers can argue ad nauseam about why SAT scores have declined over the past two years while ACT scores have risen. And they do! Some blame student fatigue, claiming the longer SAT—with the inclusion of the writing section—is exhausting. Some say that fewer students are taking the SAT a second time to improve their score. But arguing about such technicalities doesn’t help those responsible for setting school policy.
Here’s the problem: The fact that more students are taking college admissions tests than at any other time in history gets lost in the argument. This is especially true of poor and minority students who in the past may have not seen college in their futures, but now do. Why is this overlooked? Because states, and many school districts across the country, have stepped up to the plate in getting all students to take these college admission tests. States like Maine, Illinois, and Colorado now require all students to take the SAT or ACT as part of their exit exam. And numerous districts, like Baltimore, Md., pay the administration fee so all students can take the test regardless of financial need.
But their efforts don’t end there. While states and districts are providing more students the opportunity to take college admission tests, they are also doing a better job preparing students to succeed on the tests. Both the ACT and SAT results show that more students are taking more advanced classes, which prepare students to score higher on the tests and to attend and succeed in college. Many states and districts have implemented default curriculums including rigorous courses that are aligned with what students should know and be able to do in order to succeed in college and life after graduation.
Although states and school districts are making tremendous strides, they know they are not at the finish line. As policy wonks, beltway insiders, and researchers debate why the numbers came out the way they did, we need to keep in mind those students who now see college in their future when there was little hope in years past.
Check out NSBA's Center for Public Education for complete summaries of the results from both the SAT and ACT.
Posted August 29, 2007 4:51 PM | Students
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