Maegan Villarreal

Mr. Munoz
English DC 1301
15 December 2014
The Test That Tells the Future
Sweaty hands, stressful minds, and anticipation all marks the faces of most high school
students who sit and wait for their given administrator to hand them the test and explain all the
basic instructions that have been heard so many times before through the other standardized tests
taken throughout grade school. This test on the other hand is different; it is the SAT. Thirty kids
sit in a room, all with the same common goal; to make a 2400 on the SAT if at all possible. The
SAT is a college entrance exam that tests each student's "common knowledge". For most, the
SAT is a determining factor for each student's admission to their college of choice. Some
students are more equipped than others having taken prior tests, hours of studying, and other
advantages that will make the SAT less of a struggle. What students do not see is the
unpreventable disadvantages the SAT provides.
Overall family income is one of the disadvantages the SAT holds. It is proven that those
who come from a wealthier family score higher on the SAT. Those who came from the
wealthiest families scored around 400 points better than those who came from the poorest
families in 2014 (Zumbrun). The College Board became conscious of this disadvantage and
responded with plans to offer tutoring to those who cannot afford it (Zumbrun). While this
sounds like a promising solution, tutoring was shown to only improve test scores from 20-23
points (Zumbrum). Those whose families made an income of 0-80k scored below the national
average while those whose income was of 90-200k all surpassed the national average in some

way (Zumbrun). This again proves that the SAT scores can be determined by the amount of
income a family makes. Although money doesn't necessarily buy the SAT scores, it can buy an
education. Those with more money tend to lean towards nicer neighborhoods where the
education system surpasses those of lesser income (Zumbrun). According to the Wall Street
Journal, when the SAT is crucial to college, college is crucial to income, and income is crucial to
the SAT (Zumbrun). This cycle have been developed throughout decades and cannot be easily
broken.
Another cycle that is often even harder to break or change is a student's family
background. Income does not necessarily have to be a direct effect of what SAT score a student
may receive but in most cases those whose parents have a large income, have a good educational
background as well (Jacobs). Those whose parents have a good educational background are also
provided an ideal living environment that allows them to perform well and succeed more
(Jacobs). A student, whose parents argue constantly, whether it is about money or personal
problems, is given no motivation. This ultimately surrounds a student by negativity which often
times affects the students works in school as well as on standardized tests. A given student will
most likely score poorly as opposed to those in a good living environment (Jacobs). These living
environments may be another contributing influence to show how unfair the SAT is, but that can
always be changed by one who sets out to break the cycle that was previously talked about. With
that being said, one of the other unjust components of the SAT cannot be broken, no matter how
hard one may try.
Ethnicity is a controversial factor that makes the SAT discriminating. Educational
organizations as well as civil rights groups have all agreed that the SAT favors Whites as well as
Asians while disadvantaging all other races (Rooks). Recently, in New York, Virginia, and

Washington D.C., there have been objections that kids in the school system who take the SAT
and other standardized tests are being deprived of elite education due to the fact that schools are
governed by on a test that favors one ethnicity over another (Rooks). One study suggests that
some of the questions on the SAT are in fact bias to whites as opposed to blacks. This study was
based off of designated questions in the SAT called DIFs, more formally known as "differential
item functioning" (Jaschik). These questions suggest that those who have a similar educational
background and knowledge should get similar scores. For example, they discovered that on the
easier verbal questions on the test, the white students all scored the same, whereas on some the
harder questions, the blacks all scored the same (Jaschik). Studies propose that this is because the
easier questions are based off of cultural terminologies that are used in the dominant society in
America, which is white (Jaschik). Therefore the harder questions are expressions that are to be
learned, not absorbed in the process of growing up (Jaschik). These unfair disadvantages are
something that cannot be prevented through tutoring, or studying.
While prepping for the assessment may seem like a resolvable answer, stress is
something most students face when going into the SAT that cannot easily be taken away. Society
puts a large emphasis on the importance of the SAT. Considering that the SAT is one of the main
factors of acceptance to an institution of choice, the SAT score may indeed entail a student's
future. Last year, 60 percent of the students who had an A+ average in school that took the test
were girls (SAT Scores and). While this stands true, another shocking statement does as well.
Boys who took the national examination outscored the girls (SAT Scores and). This is because
girls' anxiety compared to boys is twice as likely (SAT Scores and). A study was conducted that
proved the higher ones stress level is while taking the test results in a lower score. Reducing
stress as well as anxiety will better test scores (SAT Scores and). One study proved that stress

was a determining factor in the SAT through the effect of beta blockade on stress-induced
cognitive dysfunction in students who took the test. The study gave students 40 mg of
propranolol in advance to taking the exam. Propranolol is a prescription drug used to treat high
blood pressure, migraines, irregular heartbeat, and chest pains. It is used frequently among actors
and actresses that encounter stage fright (Pediatr). Once the students took the prescription, they
were then given the SAT. After calculation of the test, it proved students significantly scored
better having taken the medication compared to the test scores they had taken without it
(Pediatr). This proves stress does affect the outcome of any given test.
With the SAT causing so much controversy, some colleges are opting out of having the
examination as a determining factor. Many universities are no longer requiring students to
submit any standardize test scores, but rather making it an option. Ithaca is one of the colleges
that joined this outbreak. President of the institution, Thomas Rochon spoke out to the media
about why the decision was made. The institution believes that the test will not be of any
relevance when predicting how well a student will perform in college level classes (Rochon).
Bearing in mind that the SAT is bias, Ithaca believes that the elimination of the scores will
permit diversity as well as a more of a superior quality schooling experience (Rochon).
With so many flaws found within the SAT, it should not be a determinant factor in
admitting a scholar into their college of choice. Overall, the SAT really is not so much a test of
collective knowledge, but the results of how well a student can standardize test. This should
prompt college admissions committees to go above and beyond the score of an unreasonable test
and look for an alternative method on admittance that is nondiscriminatory. Advances as such
will only promote education, not limit it to those who are privileged enough to achieve that
perfect score.

Works Cited
Jacobs, Peter. "Kids Who Come From Richer Families Have Higher SAT Scores." Business
Insider. Business Insider, Inc, 10 Mar. 2014. Web. 10 Dec. 2014.
Jaschik, Scott. "New Evidence of Racial Bias on SAT @insidehighered." New Evidence of
Racial Bias on SAT @insidehighered. N.p., n.d. Web. 09 Dec. 2014.
Pediatr, Clin. "The Effect of Beta Blockade on Stress-induced Cognitive Dysfunction in
Adolescents." N.p., n.d. Web. 10 Dec. 2014.
Rochon, Thomas. "The Case Against the SAT." US News. U.S.News & World Report, n.d. Web.
11 Dec. 2014.
Rooks, Noliwe M. "Why It's Time to Get Rid of Standardized Tests." Ideas Why Its Time to Get
Rid of Standardized Tests Comments. N.p., n.d. Web. 12 Dec. 2014.
"SAT Scores and the Impact of Stress." Fatherhood Channel. N.p., 28 Oct. 2010. Web. 10 Dec.
2014.
Zumbrun, Josh. "SAT Scores and Income Inequality: How Wealthier Kids Rank Higher." Real
Time Economics RSS. N.p., n.d. Web. 12 Dec. 2014.