Believe me, if it were the other way around and Latinos and African Americans systematically performed better than Anglos and Asians on the ACT, the test would have gotten dropped a long time ago in a heart beat.
Check out this piece that recently appeared in EdWeek titled, "The Dangerous Narrative That Lurks Under the 'Achievement Gap," that extends the analysis of privilege by underscoring how being a "good school" and a "White school" are synonymous.
These logics are deeply embedded and the testing system itself—that aligns to awards, privileges, race/ethnicity, and a false sense of entitlement—is squarely implicated. For a deeper sense of how and why the system works, I encourage you to read Professors Altwerger and Strauss' classic published article titled, "The Business Behind Testing." It shows how this is a very specific, elitist, neoliberal agenda that seeks to monetize everything education—for profit, of course. And yes, at the expense of our children and society. It's great reading for the college classroom.
A more valid policy framework would rely on students' grade point averages as better indicators of students' academic achievement and potential. For all we spend on these standardized tests, we could instead be providing much more significant funding and teaching quality to public education. We've known this. I've blogged on this. We must collectively work to change these policy structures at all levels.
Tony Pals, firstname.lastname@example.org
(202) 238-3235, (202) 288-9333 (cell)
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