Many applicants to the most selective university programs share high grades, high test scores, solid recommendations and generous doses of community service and volunteer activities. Yet, if they want to set themselves apart from the pool of exceptional students, a significant research experience in STEM or the social sciences helps.
When College Board president David Coleman addressed the National Association of College Admissions Counselors (NACAC) conference in Toronto two weeks ago, he confirmed that the new SAT, slated for delivery in 2015, will be undergoing substantial changes, especially the Essay section.
Coleman, during his address, posited the idea of a new and improved SAT essay: “What if you were analyzing a source and using evidence from that source. Might such an essay prompt celebrate analytic writing?”
When Henry Chauncey launched the Educational Testing Service (ETS) in 1947, which was and still is today, the exclusive test creation service for the College Board’s SAT, he was firmly convinced that he and his brilliant social engineers would revolutionize student assessment.
Chauncey believed that the creation of a standardized test would help sort out the most promising students, and would be “the moral equivalent of religion but based on reason and science rather than on sentiments and tradition.” (p. 68-69 The Big Test, Nicholas Lemann, Farrar, Straus and Giroux, New York, 2000)
Many consider the SAT Subject test one test too many. Most applicants to the very selective schools are already taking AP or IB exams, the ACT and/or SAT, and the CAHSEE (in California) to determine English and math competency. Why add the SAT Subject Tests to the burden? The UC Regents concur; they’re ending the SAT Subject Test requirement beginning the fall of 2012.
The NACAC (National Association for College Admission Counseling) led by William Fitzsimmons, dean of admissions and financial aid at Harvard, issued, during the latter part of September, its annual commission report questioning the value of standardized tests in the admissions process. The report mentions that admissions offices that begin analyzing standardized tests soon question their value.
