California State University and University of California: SAT and ACT.
Impact
If implemented, the findings and recommendations from this study could significantly influence admissions policies at both the California State University and University of California institutions. By evaluating the continued relevance of the SAT and ACT, the resolution opens the door for a potential shift in how admissions decisions are made, moving towards a more holistic approach that considers diverse student experiences and achievements. This could lead to a phasing out of reliance on standardized tests in favor of broader criteria that reflect students' capabilities more fairly.
Summary
ACR 64, introduced by McCarty, is a California Assembly Concurrent Resolution that requests the Trustees of the California State University and the Regents of the University of California to undertake a comprehensive study on the utility and effectiveness of the SAT and ACT in the college admissions process. The resolution is prompted by widespread concerns about the equity of standardized testing, particularly how it may perpetuate social and economic disparities among students. The study is to evaluate various measures of admissions eligibility beyond the SAT and ACT, including other assessments and qualifications that could provide a more equitable view of student potential and readiness for higher education.
Sentiment
The sentiment surrounding ACR 64 appears to be predominantly supportive among educational equity advocates and many legislators who see this move as a means to combat systemic biases that affect lower-income and minority students disproportionately. Critics, however, may express concern about the potential removal of standardized testing entirely, arguing that such tests can provide a common metric to assess applicants from varied educational backgrounds. This divide highlights a deeper debate about meritocracy in college admissions and the role of standardized testing within it.
Contention
Notable points of contention arise from differing perspectives on standardized tests as measures of student ability. Proponents of ACR 64 argue that the SAT and ACT reinforce socio-economic disparities, as wealthier students can afford extensive test preparation, enhancing their scores, while disadvantaged students may not have the same opportunities. The resolution calls attention to these disparities and seeks to address them. The potential phasing out of these tests could face pushback from those who believe in the necessity of standardized assessments to maintain objective benchmarks in admissions processes.