New SAT, Old Gaps on Race

New SAT, Old Gaps on Race

As College Board unveils results from the new version of the exam, Asians beat all other groups.

September 27, 2017

More than 93 percent of the students who took the SAT during the 2016-17 academic year took the new version of the test. That makes the results released Tuesday the baseline against which future scores can be compared. But since this is the first time the SAT has had a majority of test takers using the new version of the test, the College Board maintains that it would be inaccurate to compare this year’s scores to previous scores for the annual articles here and elsewhere (at least most years) on whether scores are up or down.

That said, the data do show that an issue that has worried educators for years — gaps in average scores by race and ethnicity — remains. Similar gaps are apparent in this year’s ACT scores.

For SAT scores, a particularly striking figure relates to the performance of Asian-Americans who took the test.

In the last year before the College Board started to switch to the new version of the SAT, white students outscored Asian students in one category, critical reading. In the new version of the SAT, Asian students scored higher on average on both parts of the test than did all other student groups. Experts on admissions know of course that colleges admit on the basis of more than test scores, and typically on a wide range of factors.

But critics of affirmative action — perhaps including the U.S. Justice Department — have focused on test scores to argue that elite colleges are discriminating against Asian applicants. The new data not only show Asian students earning top scores, but also that Asian students were significantly more likely to have met what the College Board calls “benchmark” scores indicating that students have a 75 percent chance of earning a C or higher in various college courses. The table below shows the percentage of students who met the benchmark for both the mathematics and the reading and writing sections of the test.

2017 Mean SAT Scores, and Percentage Meeting Benchmarks, by Race and Ethnicity

Group Reading and Writing Mathematics Met Both Benchmarks
American Indian/Alaska Native 486 477 27%
Asian 569 612 70%
Black 479 462 20%
Latino 500 487 31%
Native Hawaiian/Pacific Islander 498 488 32%
White 565 553 59%

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The Deceptive Data on Asians

Source: Insider Higher Ed June 7, 2013

By
Scott Jaschik

When Harvard University issued a news release last month about the freshman class it had just admitted, the announcement included information about the racial and ethnic make-up of the newly admitted students. Asian-Americans, the release said, would make up 20.9 percent of the class. Native Hawaiians were grouped with Native Americans, and together those two groups would make up 2.3 percent.

When the College Board released its most recent report on SAT scores, racial and ethnic breakdowns were provided. In one category — with impressive mean scores — were Asian, Asian-American and Pacific Islanders.

Both examples (and there are many more easily to be found) suggest Asian-American academic success. But a report released Thursday calls for the end to such data reporting. It is time to disaggregate data about Asian-American students as much as possible, says the report, issued by the Educational Testing Service and the National Commission on Asian-American and Pacific Islander Research in Education. The failure of most schools and colleges to do so has resulted in key problems facing Asian-American groups being “overlooked and misunderstood,” said Robert T. Teranishi, associate professor of higher education at New York University and principal investigator for the report, during a news briefing.

Aggregated data “conceals significant disparities,” Teranishi said.

Read more: http://www.insidehighered.com/news/2013/06/07/report-calls-end-grouping-asian-american-students-one-category#ixzz2VWH4xYjx
Inside Higher Ed

 

 

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Becoming a multicultural educator. Review by James A. Banks

Howe, W. A., & Lisi, P. L. (2014). Becoming a multicultural educator: Developing awareness, gaining skills, and taking action. Thousand Oaks, CA: SAGE.

 

Dear Bill and Penelope:





Please accept my warm congratulations on the publication of BECOMING A MULTICULTURAL EDUCATOR, which I received from SAGE yesterday. The book is well conceptualized and executed. I think it will be well received by the field. Thank you for including my work and profile in Chapter 1. I am honored to be in your book

Again, warm congratulations!

All the best,
Jim Banks

James A. Banks
Kerry and Linda Killinger Endowed Chair in Diversity Studies and Director
Center for Multicultural Education
University of Washington
Box 353600, 110 Miller Hall
Seattle, WA 98195-3600
Phone: 206-543-3386 Fax 206-543-1237
Website: http://depts.washington.edu/centerme/home.htm
http://faculty.washington.edu/jbanks

 

LEARNING STYLE INVENTORY

LEARNING STYLE INVENTORY

To gain a better understanding of yourself as a learner, you need to evaluate the way you prefer to learn or process information. By doing so, you will be able to develop strategies which will enhance your learning potential. The following evaluation is a short, quick way of assessing your learning style. No studies have validated this inventory. Its main benefit is to get you to think about yourself, to consider learning alternatives; not to rigidly classify you.

This 24 item survey is not timed. Answer each question as honestly as you can.

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