No, it's not the legitimate questions about whether test-optional is the "solution" to equity issues in America. It's not (and no test-optional proponent I know of has ever said it is). It's a start, however.
As you may know, my wife is a writing tutor. At this time of the year, she gets a lot of frantic requests from parents and students who want help with college essays.
Today, she said, "These poor kids."
It's October 15th, which is the first big deadline, mostly, it seems, among some big public universities in the southeast, some of whom, I understand, don't even use all the things they require in the admissions process.
The supplementals are, well, whack. They're simply attempts to torture students, I've come to believe, since the default response is the most basic and boring and innocuous response conceivable. Of course, students have been cautioned not to go in that direction.
1) You never know when a tweet will go viral, so make sure it makes sense to people who are not your followers
2) There are an amazing number of people out there who still think standardized tests help low-income students. That PR job The Agencies has done is one for the ages.
3) There seem to be as many people who like charts because they look nice as there are people who like the story a chart can tell (I chose red to violet because of the color spectrum not for National Coming Out Day. But I'm glad it worked both ways, of course.
Thread: A slow weekend turned interesting when a student at Columbia, in response to a tweet suggesting the SAT and ACT were "good, actually" posted this chart.
It's a chart I've used several times before, and I explain the way I got the data (I even told people at ACT how I got the data from the tool they provide colleges), and I explain how to read it on a long post here. jonboeckenstedt.net/2020/01/10/som…
The responses are typical, of course, and offer nothing new by way of explanation. My favorite is always that the data make sense because "wealthy people are smarter."
Thread: A) The government Scorecard is the government's. Colleges didn't move the goal posts. B) Federal reporting requirements include 4,5,and 6-year rates.
D) Grad rates are inputs, not outputs. Tell me the mean SAT score of your freshman class and I'll tell you how many will graduate. highereddatastories.com/2014/02/are-gr…
Thread: I was in an online meeting today with people talking about making the college admissions process better. I was in a room with people who literally have forgotten more about statistics than I'll probably ever know.
So I guess I should have shut up. But I didn't.
In the room were faculty experts on measurement and assessment. People from CBOs and other NFPs who were trying to make a difference in the lives of students. High school counselors. People from testing companies. And a few people who had actually done admissions.
We heard a lot about what things we could collect to make prediction better. We heard about measuring potential, about the problems with grades, about new tests and new measures and better ways to "increase access."