These notoriously difficult questions sometimes include material that isn’t covered in public school curricula, Lee said, lending an unfair advantage to students with access to private tutoring. He added that while it was “a personal choice” for parents and children to seek tutoring, many feel forced to do so due to the intense competition to do well in the exam.
The ministry “seeks to break the vicious cycle of private education that increases the burden for parents and subsequently erodes fairness in education,” Lee vowed.
Category: nonshsat
-
South Korea is cutting ‘killer questions’ from an 8-hour exam some blame for a fertility rate crisis
-
Who’s Afraid of Integration? A Lot of People, Actually.
Assuming Massey is right that segregation is the vehicle “through which Black poverty is transmitted and reproduced,” policymakers of good will face the enormous and perhaps insuperable task of restoring integration to center stage while somehow avoiding the political and logistical errors that characterized busing and affirmative action in the past.
https://www.nytimes.com/2023/04/05/opinion/school-integration-segregation.html
-
Is the Fight for School Integration Still Worthwhile for African Americans?
But perhaps the most consequential feature of Black segregated schools in the United States is that they are mostly high-poverty schools. According to the Economic Policy Institute (EPI), a staggering 72.4 percent of Black eighth graders attend a high-poverty school, compared with only 31.3 percent of white students, subjecting a mind-boggling number of Black students to the well-known adverse effects of concentrated poverty.16 Concentrations of poverty are associated with higher levels of endemic violence, higher levels of stress, less exposure to the cultural capital needed for upward mobility, and many other disadvantages.
-
Boundary Matters: Uncovering the Hidden History of New York City’s School Subdistrict Lines
While today’s school subdistrict boundaries were mostly established in the late 1960s, their historical roots are much older, dating back to the beginning of the 20th century, when New York City as we know it today was formed by consolidating what are now the five boroughs—the Bronx, Brooklyn, Manhattan, Queens, and Staten Island—into one unit. In 1902, a centralized board of education took control of the entire city school system, which was divided into 46 geographic school subdistricts, each with their own local board and administrator
https://journals.sagepub.com/doi/full/10.1177/23328584211038939
-
Boston Overhauls Admissions to Exclusive Exam Schools
The new admissions system will still weigh test results and grades, but, following a model pioneered in Chicago, it will also introduce ways to select applicants who come from poor and disadvantaged neighborhoods.
Under the new system, the applicant pool will be divided into eight groups based on the socioeconomic conditions of their neighborhoods. The admissions team will consider applicants within each group, admitting the top students in each tier in roughly equal numbers.
https://www.nytimes.com/2021/07/15/us/boston-schools-entrance-exams-admissions.html
-
After admissions changes, Thomas Jefferson High will welcome most diverse class in recent history, officials say
Brabrand said the more-representative nature of TJ’s newest class will have everyday benefits as students interact in classrooms, in hallways and on the playing field, learning to understand and love people different from themselves. And, he added, these advantages will persist into students’ professional lives.
“These kids are going to be more equipped, with their diverse backgrounds and stories,犀利士 to really bring a holistic look at the power of science and technology to improve our country and our world,” he said.
-
The Myth That Busing Failed
“The school bus, treasured when it was serving as a tool of segregation, became reviled only when it transformed into a tool of integration,” Nikole Hannah-Jones writes in a news analysis.
Podcast: https://www.nytimes.com/2019/07/18/podcasts/the-daily/busing-school-segregation.html
-
Thinking through gifted and talented education in New York City public schools: One parent’s reflection on the system
How does the process work? Four-year-olds take a nationally normed standardized test (actually, two tests, the NNAT and the OLSAT, which are supposed to measure reasoning ability and general intellectual aptitude). No bubble sheets: It’s administered in person by an adult. Those above 90th percentile qualify for district programs. Those above 97th percentile qualify for citywide programs.
Those are the technical qualification thresholds. In practice, you need a 99 to qualify for a citywide school and usually something like a 95 to qualify for a districtwide program, though it depends on the district.
Once you get in the door as a kindergartener, you stay in the school or program through fifth grade (in the case of district programs) or eighth or 12th (in the case of citywide schools).
If this strikes you as kind of nuts, well, that’s because it is: A test taken on one day as a 4-year-old, a test for which your parents can prepare you, can put you on one track, separate and apart from your peers, for your whole K-12 education. -
Test prep is a rite of passage for many Asian-Americans
Non-SHSAT article that discusses the intersection of culture and single-measure testing.
Related to the Harvard case, test scores for all students should be considered with a grain of salt. Yes, high scores are impressive, but they should be understood in the context of opportunity. It’s also important to note that strong scores are the norm in Harvard’s applicant pool.
Given that test scores are limited in their ability to predict future achievement, and are heavily shaped by race and social class, colleges should consider the value of SAT-optional or even doing away with the test.
But as long as the ACT and SAT remain part of college admissions, it should be understood that test prep alone won’t be enough to eliminate racial disparities in standardized test scores.
http://theconversation.com/test-prep-is-a-rite-of-passage-for-many-asian-americans-107244
-
The Big Problem With the New SAT
The SAT will remain a “norm-referenced” exam, designed primarily to rank students rather than measure what they actually know. Such exams compare students to other test takers, rather than measure their performance against a fixed standard. They are designed to produce a “bell curve” distribution among examinees, with most scoring in the middle and with sharply descending numbers at the top and bottom. Test designers accomplish this, among other ways, by using plausible-sounding “distractors” to make multiple-choice items more difficult, requiring students to respond to a large number of items in a short space of time, and by dropping questions that too many students can answer correctly.
“Criterion-referenced” tests, on the other hand, measure how much students know about a given subject. Performance is not assessed in relation to how others perform but in relation to fixed academic standards. Assuming they have mastered the material, it is possible for a large proportion, even a majority, of examinees to score well; this is not possible on a norm-referenced test. K-12 schools increasingly employ criterion-referenced tests for this reason.
https://www.nytimes.com/2015/05/05/opinion/the-big-problem-with-the-new-sat.html