Overemphasizing a Test, Oversimplifying Our Children: An APA Perspective on Specialized High School Reform towards Educational Equity

The SHSAT is misperceived as an objective, and “colorblind” tool to measure merit. However, an expansive body of research reveals that school screening policies that do not consider race or socioeconomic status do not reduce, but rather contribute to further “stratification by race and ethnicity across schools and programs.”


In the field of testing, known as psychometrics, a single measure like the SHSAT violates the universally accepted norm and consensus in favor of multiple measures.[19] Having a single-test as the admission policy in no means takes into account the wide range of diverse experiences of all students and their families in New York City.

Further, a single measure of a student’s academic potential taken at one particular point in time can be imprecise. Using multiple criteria reduces the risk that a school admissions decision is based on an erroneous measurement. Almost all US academic institutions employ multiple-measure admissions policies




[pdf-embedder url=”https://shsatsunset.org/CACF-SHSAT-Paper-201811-01.pdf”]