What one college discovered when it stopped accepting SAT/ACT scores

daniellemertina:

ctron164:

The key quote:

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Our yield, the percentage of students who accepted our invitation to enroll, rose in a single year from 18% to 26%, an amazing turnaround.

• The quantity of applications went down, but the quality went up, likely because we made it harder to apply, asking for more essays. Our applicants collectively were more motivated, mature, disciplined and consistent in their high school years than past applicants.

• Class diversity increased to 31% students of color, the most diverse in our history, up from 21% two years ago.

• The percentage of students who are the first-generation from their family to attend college rose from 10% to 18% in this year’s class.

Our “No SAT/ACT policy” has also changed us in ways deeper than data and demographics: Not once did we sit in an Admissions committee meeting and “wish we had a test score.” Without the scores, every other detail of the student’s application became more vivid. Their academic record over four years, letters of recommendation, essays, in-person interviews, and the optional creative supplements gave us a more complete portrait than we had seen before. Applicants gave more attention to their applications, including the optional components, putting us in a much better position to predict their likelihood of success here.

I’ve literally never seen any proof that standardized testing is useful for assessing students or for institutions finding quality candidates.

Personally, I just think they exist because the industry is worth billions of dollars. Not to mention how much the test prep industry is worth.

AND these tests maintain classism and racism (which was actually their original purpose–to make sure Jewish kids couldn’t get into colleges).

Now these tests severely marginalize low income 1st gen students and Black Americans and Latinos.

captn-sara-holmes:

My class 10/10 lost the plot today. I don’t even know where to start or how to explain to their parents that I think they’ve all turned into tiny little rebels.

9:10 – we are studying a report about Chernobyl in guided reading. Several are looking at me gone out when I explain that nuclear power can be dangerous. “So why use it?” one asks. Why indeed.
9:12 – we are now discussing renewable energy. Several more express outrage and ask why the country doesn’t have to use renewable energy. Several more state that we should avoid pollution because it kills polar bears and stuff right, Miss?
9:13 – I mention that it’s a complicated issue because of different viewpoints, and that certain people, say Drumpf, don’t believe in climate change.
9:14 – chaos.
9:15 – small child suggests someone murder Drumpf. I say that murder is both bad and illegal.
9:16 – the class have learned the word impeach and are shouting IMPEACH TRUMP IMPEACH TRUMP IMPEACH TRUMP while banging on the tables.
9:17 – headteacher comes in to see what is going on. Small child tells him quite angrily that SOME PEOPLE JUST DECIDE TO NOT BELIEVE IN SCIENCE WHICH YOU CAN’T DO BECAUSE IT’S SCIENCE. He backs out of the room quite quickly.
9:25 -I have abandoned plans for grammar and the children are now writing persuasive pieces about Why We Should Use Renewable Energy.

The saga continued after lunch when we continued our WW2 topic work, learning about the holocaust.

1:35 – we are discussing Kristalnacht. The class are collectively outraged and appalled. One is in tears.
1:40 – “Miss, I fucking hate Hitler.” that’s okay, but please express your hatred of fascism without the F word or I’ll have to ring your Mum again.
2:00 – small child who suggested murder earlier says “isn’t this exactly what Drumpf tried to do to the Muslims?” There’s a heady mix of realisation and outrage in the room.
2:13 – “Racism makes no sense” says a child, looking quite confused.
2:33 – “Hitler would have killed me because I’ve got cerebral palsy, right?” says a boy. He is tackle-hugged by a girl from across the table. I have to pretend I’m not crying.
2:34 – The rest of his table have made a pact to never let anyone hurt him. I am still pretending to be super chill. I am obviously failing as another child offers me a hug.
2:37 – I ask the children to look at nine examples of things the nazis did against Jewish people, and then arrange them in a diamond with what they consider the worst at the top.
2:38 – Mutiny. They all collectively decide to arrange all nine cards in a line and say that they’re all awful things so they all go at the top.
2:39 – I tell them if they kind find a way to fit a line of all nine in their books then fair enough. Smart child suggests a circle. Everyone cheers. We have a break, and they go outside raging about Hitler, Drumpf, racism, prejudice and injustice in general. I am handed a very strong tea by my TA who congratulates me on my gang of angry eleven year olds.

Faith in humanity both challenged and restored. Bring on tomorrow.

sniperct:

rebelcaptain4life:

fempunkandkittens:

the-ford-twin:

etrogim:

wait….are any americans aware that the cia overthrew the democratically-elected premier of iran in 1953 because he wouldn’t concede to western oil demands….and how that coup was the reason for the shah’s return to power, the iranian revolution, and the resulting fundamentalist dictatorship…..like, america literally dissolved iranian democracy and no one knows about it???

No. No we don’t know about it.

Americans aren’t told this shit.

The only thing we’re taught about any Middle Eastern country in school is that 1) the region exists 2) it’s where The War is happening and 3) Muslim people live there. That’s it. Maybe if you’re lucky you’ll get into the Hammurabi Code and some early Babylonian stuff but American schools seem to think that if it happened outside Europe and before the colonial period, or makes America look bad and isn’t about A Very Watered Down Version of What Slavery Was, it’s not important.

Info on this is almost notoriously hard to find. It’s not in any texts on American and Russian involvement in the Middle East during the Cold War that I can find. You have to specifically look for a book about the Shah’s return to power, and even then you’d be hard pressed to find a book like that at your local bookstore. Once you get into some higher level college courses you might know about it, but the people who can afford those are more likely to already be indoctrinated into a certain Way of Thinking (read: they’re racist as shit) by the time they get there. And it’s almost like you have to know about it beforehand if you want to find information on it.

The only reason I knew about it is because there’s a thirty second summary of the event in Persepolis. Those thirty seconds flipped my entire worldview.

“All the Shah’s Men” by Stephen Kinzer is a good, accessible text for people who want to know more about this.

!!!

Before the Discovery Channel went to shit, there were documentaries about this, I remember watching one. And all kinds of other stuff they don’t teach us in school.

I think I recall like half a paragraph about it in high school, but then mine was apparently strange because we went more into depth about the Native genocide and Japanese internment camps and other awful things than anyone I’ve ever talked to. The ‘wait they didn’t teach you that’ conversations I’ve had..