000			05077cam a2200385Ii 4500
001			on1018380037
003			OCoLC
005			20240726105049.0
008			180109s2018 mdu ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dNT
020			_a9781421424972 _q((electronic)l(electronic)ctronic)
043			_an-us---
050	0	4	_aLB2353 _b.M437 2018
049			_aMAIN
245	1	0	_aMeasuring success : _btesting, grades, and the future of college admissions / _cedited by Jack Buckley, Lynn Letukas, Ben Wildavsky, College Board.
260			_aBaltimore : _bJohns Hopkins University Press, _c(c)2018.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
520	0		_a"For more than seventy-five years, standardized tests have been considered a vital tool for gauging students' readiness for college. However, few people--including students, parents, teachers, and policy makers--understand how tests like the SAT or ACT are used in admissions decisions. Once touted as the best way to compare students from diverse backgrounds, these tests are now increasingly criticized as being biased in favor of traditionally privileged groups. A small but growing number of colleges have made such testing optional for applicants. Is this the right way to go? Measuring Success investigates the research and policy implications of test-optional practices, considering both sides of the debate. Does a test-optional policy result in a more diverse student body or improve attainment and retention rates? Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this volume is among the first to investigate the research and policy implications of test-optional practices. Although the test-optional movement has received ample attention, its claims have rarely been subjected to empirical scrutiny. This volume provides a much-needed evaluation of the use and value of standardized admissions tests in an era of widespread grade inflation. It will be of great value to those seeking to strike the proper balance between uniformity and fairness in higher education. Contributors: Andrew S. Belasco, A. Emiko Blalock, William G. Bowen, Jim Brooks, Matthew M. Chingos, James C. Hearn, Michael Hurwitz, Jonathan Jacobs, Nathan R. Kuncel, Jason Lee, Jerome A. Lucido, Eric Maguire, Krista Mattern, Michael S. McPherson, Kelly O. Rosinger, Paul R. Sackett, Edgar Sanchez, Dhruv B. Sharma, Emily J. Shaw, Kyle Sweitzer, Roger J. Thompson, Meredith Welch, Rebecca Zwick"-- _cProvided by publisher.
520	0		_a"Once touted as the single best way to measure students from diverse backgrounds, schools, and experiences, standardized college admissions tests are now criticized for being hopelessly biased in favor of traditionally privileged groups. Out of this has emerged the test-optional movement that seeks to allow students to apply to schools without sitting through the rigors of the SAT. This book takes a step back and applies rigorous empirical measurements to these rival claims. Drawing upon the expertise of higher education researchers, admissions officers, enrollment managers, and policy professionals, this edited volume is among the first to investigate the research and policy implications of test-optional practices. It was conceived in response to the editors' frustration with the fragmented and incomplete state of the literature around the contemporary debate on college admissions testing. Many students, teachers, parents, policymakers--frankly, nearly anyone immediately outside the testing industry and college admissions--have little understanding of how admissions tests are used. This lack of transparency has often fueled beliefs that college assessments are biased, misused, or overused. Decades of research on various aspects of testing, such as the predictive validity of assessments, makes a compelling case for their value. But all-too-frequently researchers and admissions officers talk past one another instead of engaging substantively. This collection intends to remedy the situation by bringing these disparate voices together. This book is designed for provosts, enrollment managers, and college admissions officers seeking to strike the proper balance between uniformity and fairness"-- _cProvided by publisher.
504			_a2
530			_a2 _ub
650		0	_aUniversities and colleges _xEntrance examinations _xValidity _zUnited States.
655		1	_aElectronic Books.
700	1		_aBuckley, Jack, _d1965- _e5
700	1		_aLetukas, Lynn, _e5
700	1		_aWildavsky, Ben, _e5
856	4	0	_uhttps://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1619093&site=eds-live&custid=s3260518 _zClick to access digital title | log in using your CIU ID number and my.ciu.edu password
942			_cOB _D _eEB _hLB. _m2018 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c87792 _d87792
902			_a1 _bCynthia Snell _c1 _dCynthia Snell