Social Justice, the Public Interest and the Scholastic Aptitude Test (SAT).

Autor/in	Fincher, Cameron
Institution	Georgia Univ., Athens. Inst. of Higher Education.
Titel	Social Justice, the Public Interest and the Scholastic Aptitude Test (SAT).
Quelle	(1999), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Access to Education; Accountability; Educational Discrimination; Educational Equity (Finance); Educational Policy; Equal Education; Evaluation Criteria; Excellence in Education; Higher Education; Nondiscriminatory Education; Outcomes of Education; Public Opinion; Public Policy; Social Discrimination; Standardized Tests + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Verantwortung; Politics of education; Bildungspolitik; Lernerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Öffentliche Meinung; Öffentliche Ordnung; Soziale Benachteiligung; Soziale Schließung; Standadised tests; Standardisierter Test
Abstract	This monograph examines use of standardized tests in higher education, particularly the Scholastic Assessment Tests (SAT), as an issue of social justice and the public interest and in the context of national concerns over access, equity, and demands for accountability. The paper notes public interest in access and equity beginning with 1930s concepts of "democratic arithmetic," to the World War II era Servicemen's Readjustment Act of 1944, and then the National Defense Education Act of 1958. In the postwar years, public interest focused on excellence in education and the concept of testing student aptitudes and abilities. In the late 1960s, concerns with social justice became paramount, and public expectations moved from concepts of equal educational opportunities, to expectations of equal educational outcomes, to fairness in educational access and societal benefits. Since the 1980s, interest has focused on assessment of educational outcomes, and critics have argued against the SAT as an assessment measure. The paper holds, however, that in addition to its usefulness as a general measure of intellectual/academic competence, the SAT has many uses in academic decision making. But more importantly, the debate about the validity and usefulness of the SAT has contributed substantially to the clarification of public policies concerning access and equity. (Contains 17 references.) (CH)
Anmerkungen	University of Georgia, Institute of Higher Education, 212 Meigs Hall, Athens, GA 30602-1772. Tel: 706-542-3464.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC