[Applause] this Saturday afternoon beautiful
this Saturday afternoon beautiful
this Saturday afternoon beautiful Southern California public it’s a big
Southern California public it’s a big
Southern California public it’s a big coin or something maybe that wouldn’t
coin or something maybe that wouldn’t
coin or something maybe that wouldn’t draw people and I’m actually talking
draw people and I’m actually talking
draw people and I’m actually talking about the SAT the a CT something that is
about the SAT the a CT something that is
about the SAT the a CT something that is relevant to many of the people in this
relevant to many of the people in this
relevant to many of the people in this room and I’m going to make I suppose
room and I’m going to make I suppose
room and I’m going to make I suppose unlike the argument that these tests in
unlike the argument that these tests in
unlike the argument that these tests in many ways to reveal some cultural
many ways to reveal some cultural
many ways to reveal some cultural contradictions that go back to the 18th
contradictions that go back to the 18th
contradictions that go back to the 18th century that reveals something about the
century that reveals something about the
century that reveals something about the period of time that we call the
period of time that we call the
period of time that we call the Enlightenment and some debates that are
Enlightenment and some debates that are
Enlightenment and some debates that are still raging in the culture in which we
still raging in the culture in which we
still raging in the culture in which we all live my own in my life I took the
all live my own in my life I took the
all live my own in my life I took the SATs senior year of December I lived in
SATs senior year of December I lived in
SATs senior year of December I lived in Fort Wayne Indiana so I I put on the
Fort Wayne Indiana so I I put on the
Fort Wayne Indiana so I I put on the happy gloves I drove to the center with
happy gloves I drove to the center with
happy gloves I drove to the center with my best friend
my best friend
my best friend II took the tests that came back that in
II took the tests that came back that in
II took the tests that came back that in that time the place in the late eighties
that time the place in the late eighties
that time the place in the late eighties in many ways it worked and it should
in many ways it worked and it should
in many ways it worked and it should anyone could see any college that I was
anyone could see any college that I was
anyone could see any college that I was horrible at math but I do
horrible at math but I do
horrible at math but I do when math scores were crappy and they
when math scores were crappy and they
when math scores were crappy and they could probably guess that I didn’t even
could probably guess that I didn’t even
could probably guess that I didn’t even do my math homework and I didn’t in fact
do my math homework and I didn’t in fact
do my math homework and I didn’t in fact I was a problematic
I was a problematic
I was a problematic student I wouldn’t turn in assignments
student I wouldn’t turn in assignments
student I wouldn’t turn in assignments if I didn’t like the teacher and yet one
if I didn’t like the teacher and yet one
if I didn’t like the teacher and yet one week I went to the public library
week I went to the public library
week I went to the public library checked out a copy of the money attitude
checked out a copy of the money attitude
checked out a copy of the money attitude copy of the Wife of Bath because I
copy of the Wife of Bath because I
copy of the Wife of Bath because I suspected they were things missing an
suspected they were things missing an
suspected they were things missing an arm version and the things that were
arm version and the things that were
arm version and the things that were missing or all the dirty parts and so I
missing or all the dirty parts and so I
missing or all the dirty parts and so I got in a lot of trouble I got kicked out
got in a lot of trouble I got kicked out
got in a lot of trouble I got kicked out of class but the tests also revealed
of class but the tests also revealed
of class but the tests also revealed that I was a reader an obsessive reader
that I was a reader an obsessive reader
that I was a reader an obsessive reader it was something that I hid from my
it was something that I hid from my
it was something that I hid from my friends if you’re on the soccer team in
friends if you’re on the soccer team in
friends if you’re on the soccer team in Fort Wayne Indiana in 1987 you don’t
Fort Wayne Indiana in 1987 you don’t
Fort Wayne Indiana in 1987 you don’t want everyone to know that you have a
want everyone to know that you have a
want everyone to know that you have a crush on Jane Austen you keep it a
crush on Jane Austen you keep it a
crush on Jane Austen you keep it a secret or you get beat up but I I was
secret or you get beat up but I I was
secret or you get beat up but I I was able to show colleges that I was a
able to show colleges that I was a
able to show colleges that I was a reader and a liberal arts college gave
reader and a liberal arts college gave
reader and a liberal arts college gave me a chance despite my up-and-down
me a chance despite my up-and-down
me a chance despite my up-and-down record and I ended up graduating Phi
record and I ended up graduating Phi
record and I ended up graduating Phi Beta Kappa and I earned fellowships
Beta Kappa and I earned fellowships
Beta Kappa and I earned fellowships later when I graduated to UCLA I never
later when I graduated to UCLA I never
later when I graduated to UCLA I never graduate degrees I ended up teaching
graduate degrees I ended up teaching
graduate degrees I ended up teaching English literature for seven years I
English literature for seven years I
English literature for seven years I used to like doing something that was
used to like doing something that was
used to like doing something that was rewarding for me ESET was sort of
rewarding for me ESET was sort of
rewarding for me ESET was sort of life-changing but it’s not that way for
life-changing but it’s not that way for
life-changing but it’s not that way for everyone and they’re deathly critics of
everyone and they’re deathly critics of
everyone and they’re deathly critics of the SAT and a CTE and lately with the
the SAT and a CTE and lately with the
the SAT and a CTE and lately with the new changes that will affect you guys I
new changes that will affect you guys I
new changes that will affect you guys I find that I’m one of those critics so I
find that I’m one of those critics so I
find that I’m one of those critics so I want to talk a little bit about the
want to talk a little bit about the
want to talk a little bit about the cultural predict the contradictions and
cultural predict the contradictions and
cultural predict the contradictions and the problems with some of the new SAT
the problems with some of the new SAT
the problems with some of the new SAT one of the problems looks like this you
one of the problems looks like this you
one of the problems looks like this you can argue and many people have that the
can argue and many people have that the
can argue and many people have that the SAT has cultural bias built into it so
SAT has cultural bias built into it so
SAT has cultural bias built into it so here’s an example of an analogy these
here’s an example of an analogy these
here’s an example of an analogy these used to be on the SAT from 1970 anyone
used to be on the SAT from 1970 anyone
used to be on the SAT from 1970 anyone want to guess the right answer is it is
want to guess the right answer is it is
want to guess the right answer is it is C but in Fort Wayne Indiana for some
C but in Fort Wayne Indiana for some
C but in Fort Wayne Indiana for some reason in gym we didn’t have growing
reason in gym we didn’t have growing
reason in gym we didn’t have growing I’ve come to learn that at Phillips
I’ve come to learn that at Phillips
I’ve come to learn that at Phillips Exeter Academy you do engage in rowing
Exeter Academy you do engage in rowing
Exeter Academy you do engage in rowing and so you would know Horseman duh
and so you would know Horseman duh
and so you would know Horseman duh competes in a regatta but if you live in
competes in a regatta but if you live in
competes in a regatta but if you live in Fort Wayne Indiana or you grew up on the
Fort Wayne Indiana or you grew up on the
Fort Wayne Indiana or you grew up on the south side of Chicago it’s possible you
south side of Chicago it’s possible you
south side of Chicago it’s possible you might have evidence but to be fair this
might have evidence but to be fair this
might have evidence but to be fair this question was removed from the SAT almost
question was removed from the SAT almost
question was removed from the SAT almost immediately and yes
immediately and yes
immediately and yes see over the last couple decades has
see over the last couple decades has
see over the last couple decades has been constructed so that it’s pretty
been constructed so that it’s pretty
been constructed so that it’s pretty sensitive to cultural differences in
sensitive to cultural differences in
sensitive to cultural differences in fact marginal groups tend to make that
fact marginal groups tend to make that
fact marginal groups tend to make that false 20% of the passages I would argue
false 20% of the passages I would argue
false 20% of the passages I would argue that if you read the SAT you’re going to
that if you read the SAT you’re going to
that if you read the SAT you’re going to see a more diverse vision of the United
see a more diverse vision of the United
see a more diverse vision of the United States that if you watch a congressional
States that if you watch a congressional
States that if you watch a congressional hearing on CNN there’s a voice from the
hearing on CNN there’s a voice from the
hearing on CNN there’s a voice from the late 60s to sociologists who made this
late 60s to sociologists who made this
late 60s to sociologists who made this argument regarding the cultural bias and
argument regarding the cultural bias and
argument regarding the cultural bias and I find it persuasive those who look
I find it persuasive those who look
I find it persuasive those who look askance at testing should not rest their
askance at testing should not rest their
askance at testing should not rest their case on the simple notion of tests are
case on the simple notion of tests are
case on the simple notion of tests are unfair to the poor life is unfair to the
unfair to the poor life is unfair to the
unfair to the poor life is unfair to the poor test merely measure the results you
poor test merely measure the results you
poor test merely measure the results you can make another critique of the SBT is
can make another critique of the SBT is
can make another critique of the SBT is that it’s coachable for many years
that it’s coachable for many years
that it’s coachable for many years College Board argued simply that it
College Board argued simply that it
College Board argued simply that it wasn’t coachable the argument was no the
wasn’t coachable the argument was no the
wasn’t coachable the argument was no the SCT measures something in these in you
SCT measures something in these in you
SCT measures something in these in you it’s not approachable the argument that
it’s not approachable the argument that
it’s not approachable the argument that the s8 is coachable as a criticism has
the s8 is coachable as a criticism has
the s8 is coachable as a criticism has always puzzled me because I’m pretty
always puzzled me because I’m pretty
always puzzled me because I’m pretty certain that education itself is
certain that education itself is
certain that education itself is coachable if English and math are
coachable if English and math are
coachable if English and math are coachable
coachable
coachable then why am i teaching it in high school
then why am i teaching it in high school
then why am i teaching it in high school why do we have English teachers and math
why do we have English teachers and math
why do we have English teachers and math teachers if we want the test that
teachers if we want the test that
teachers if we want the test that measures the English and math skills
measures the English and math skills
measures the English and math skills that were born with we imagine the world
that were born with we imagine the world
that were born with we imagine the world it’s a little bit like a movie like a
it’s a little bit like a movie like a
it’s a little bit like a movie like a Tibet or a book like brave new world
Tibet or a book like brave new world
Tibet or a book like brave new world where we’re all fixed and we have
where we’re all fixed and we have
where we’re all fixed and we have certain earth traits
something’s wrong in your English class
something’s wrong in your English class if you read brave new world as a hopeful
if you read brave new world as a hopeful
if you read brave new world as a hopeful vision of the future
vision of the future
vision of the future it’s a dystopia it’s not the world that
it’s a dystopia it’s not the world that
it’s a dystopia it’s not the world that most of us want to live in but I would
most of us want to live in but I would
most of us want to live in but I would argue that how we see the world how we
argue that how we see the world how we
argue that how we see the world how we imagine the world is in fact something
imagine the world is in fact something
imagine the world is in fact something that’s at issue is something that’s at
that’s at issue is something that’s at
that’s at issue is something that’s at stake in the debates that are going to
stake in the debates that are going to
stake in the debates that are going to be reinvigorated with the new SAT in
be reinvigorated with the new SAT in
be reinvigorated with the new SAT in middle age debates about the SAT MEAC t
middle age debates about the SAT MEAC t
middle age debates about the SAT MEAC t come down to a very long-standing debate
come down to a very long-standing debate
come down to a very long-standing debate since the 18th century about whether the
since the 18th century about whether the
since the 18th century about whether the world that we live in is one that is
world that we live in is one that is
world that we live in is one that is given for one that is made whether we
given for one that is made whether we
given for one that is made whether we live in a world that has fixed realities
live in a world that has fixed realities
live in a world that has fixed realities but there’s no getting around or whether
but there’s no getting around or whether
but there’s no getting around or whether we could make and create the world that
we could make and create the world that
we could make and create the world that is more fair and more equitable here’s a
is more fair and more equitable here’s a
is more fair and more equitable here’s a vision from the medieval period up into
vision from the medieval period up into
vision from the medieval period up into the early 18th century of the way the
the early 18th century of the way the
the early 18th century of the way the world is structured who see it as given
world is structured who see it as given
world is structured who see it as given or fixed we call this of course the
or fixed we call this of course the
or fixed we call this of course the great chain of
great chain of
great chain of God is at the top these noodles are
God is at the top these noodles are
God is at the top these noodles are above him and then nobles are above
above him and then nobles are above
above him and then nobles are above peasants the world is needy structured
peasants the world is needy structured
peasants the world is needy structured and ordered even nonliving things have
and ordered even nonliving things have
and ordered even nonliving things have their own hierarchies of the great chain
their own hierarchies of the great chain
their own hierarchies of the great chain of being you need to know your place if
of being you need to know your place if
of being you need to know your place if you’re slowly rock like shale
you’re slowly rock like shale
you’re slowly rock like shale you can’t aspire to be like granite a
you can’t aspire to be like granite a
you can’t aspire to be like granite a person who expresses this nicely is the
person who expresses this nicely is the
person who expresses this nicely is the early 18th century poet Alexander Pope
early 18th century poet Alexander Pope
early 18th century poet Alexander Pope at a famous and very long poem I’m
at a famous and very long poem I’m
at a famous and very long poem I’m giving you only one line called that
giving you only one line called that
giving you only one line called that sound man he ends the first epistle by
sound man he ends the first epistle by
sound man he ends the first epistle by saying one tree is clear whatever is is
saying one tree is clear whatever is is
saying one tree is clear whatever is is right in other words don’t get any ideas
right in other words don’t get any ideas
right in other words don’t get any ideas don’t try to change things know your
don’t try to change things know your
don’t try to change things know your place of course by the end of the 18th
place of course by the end of the 18th
place of course by the end of the 18th century there were a lot of people who
century there were a lot of people who
century there were a lot of people who saw a different world one of them is
saw a different world one of them is
saw a different world one of them is Mary Wollstonecraft mother of Mary
Mary Wollstonecraft mother of Mary
Mary Wollstonecraft mother of Mary Shelley which you have the vindication
Shelley which you have the vindication
Shelley which you have the vindication of the Rights of Woman she essentially
of the Rights of Woman she essentially
of the Rights of Woman she essentially argued that it’s risen seem to be
argued that it’s risen seem to be
argued that it’s risen seem to be inferior it is because they’ve been
inferior it is because they’ve been
inferior it is because they’ve been raised that way they have been made that
raised that way they have been made that
raised that way they have been made that way and we could make them differently
way and we could make them differently
way and we could make them differently she argued largely about how women would
she argued largely about how women would
she argued largely about how women would be that
be that
be that making the case that things could be
making the case that things could be
making the case that things could be different things could be better this is
different things could be better this is
different things could be better this is essentially the central insight of the
essentially the central insight of the
essentially the central insight of the enlightenment that we can make the world
enlightenment that we can make the world
enlightenment that we can make the world make it make it differently make it
make it make it differently make it
make it make it differently make it better this idea inspired the American
better this idea inspired the American
better this idea inspired the American Revolution that inspired the French
Revolution that inspired the French
Revolution that inspired the French Revolution it is why we have public high
Revolution it is why we have public high
Revolution it is why we have public high schools it is why the United States
schools it is why the United States
schools it is why the United States exists what does this have to do with
exists what does this have to do with
exists what does this have to do with the SAT the SAT was originally
the SAT the SAT was originally
the SAT the SAT was originally envisioned and created as an aptitude
envisioned and created as an aptitude
envisioned and created as an aptitude test it was envisioned as a test that
test it was envisioned as a test that
test it was envisioned as a test that would find things that were fixed and he
would find things that were fixed and he
would find things that were fixed and he made in human beings to be fair it was a
made in human beings to be fair it was a
made in human beings to be fair it was a wildly democratic optimistic project in
wildly democratic optimistic project in
wildly democratic optimistic project in the 1920s and 30s the argument that
the 1920s and 30s the argument that
the 1920s and 30s the argument that conservatives made was if there are
conservatives made was if there are
conservatives made was if there are talented people on a farm or in public
talented people on a farm or in public
talented people on a farm or in public housing compares but presidents of Ivy
housing compares but presidents of Ivy
housing compares but presidents of Ivy League schools have a deep suspicion
League schools have a deep suspicion
League schools have a deep suspicion that if we Institute testing that
that if we Institute testing that
that if we Institute testing that measures aptitude something’s fixed
measures aptitude something’s fixed
measures aptitude something’s fixed we’ll find hidden talent and they assume
we’ll find hidden talent and they assume
we’ll find hidden talent and they assume that this
that this
that this would reflect another kind of order that
would reflect another kind of order that
would reflect another kind of order that in the 1930s was a pretty common idea
in the 1930s was a pretty common idea
in the 1930s was a pretty common idea I’m embarrassed to tell you among
I’m embarrassed to tell you among
I’m embarrassed to tell you among educated people an idea that we call
educated people an idea that we call
educated people an idea that we call eugenics in fact most of the Ivy League
eugenics in fact most of the Ivy League
eugenics in fact most of the Ivy League precedent to believe there was a great
precedent to believe there was a great
precedent to believe there was a great chain of being a hierarchy that looked
chain of being a hierarchy that looked
chain of being a hierarchy that looked like this
like this
like this there were Nordic peoples they
there were Nordic peoples they
there were Nordic peoples they considered themselves to be in that
considered themselves to be in that
considered themselves to be in that group and alpine cultures and
group and alpine cultures and
group and alpine cultures and ethnicities and Mediterranean people
ethnicities and Mediterranean people
ethnicities and Mediterranean people noticed that all of these groups are
noticed that all of these groups are
noticed that all of these groups are effectively what we call white and the
effectively what we call white and the
effectively what we call white and the SAT would of course naturally reflect
SAT would of course naturally reflect
SAT would of course naturally reflect this kind of hierarchy today of course
this kind of hierarchy today of course
this kind of hierarchy today of course we Paul we I mean it’s an ugly word but
we Paul we I mean it’s an ugly word but
we Paul we I mean it’s an ugly word but today we just call eugenics racism it’s
today we just call eugenics racism it’s
today we just call eugenics racism it’s not as exciting an idea and college
not as exciting an idea and college
not as exciting an idea and college presidents were frustrated and puzzled
presidents were frustrated and puzzled
presidents were frustrated and puzzled because this acute a very different
because this acute a very different
because this acute a very different world than the one they imagined existed
world than the one they imagined existed
world than the one they imagined existed what it revealed by the 1950s was that
what it revealed by the 1950s was that
what it revealed by the 1950s was that Eastern European immigrants had better
Eastern European immigrants had better
Eastern European immigrants had better scores than almost any other group they
scores than almost any other group they
scores than almost any other group they were Jewish they were immigrants there
were Jewish they were immigrants there
were Jewish they were immigrants there wasn’t a spot in this hierarchy for them
wasn’t a spot in this hierarchy for them
wasn’t a spot in this hierarchy for them the test was understood to probably be
the test was understood to probably be
the test was understood to probably be coachable it was something that if you
coachable it was something that if you
coachable it was something that if you worked hard you could do well which is
worked hard you could do well which is
worked hard you could do well which is really what the ACG is about in 1959 in
really what the ACG is about in 1959 in
really what the ACG is about in 1959 in the University of Iowa and they
the University of Iowa and they
the University of Iowa and they introduced a test called the ACP and it
introduced a test called the ACP and it
introduced a test called the ACP and it was meant to be an achievement test it
was meant to be an achievement test it
was meant to be an achievement test it was meant to be a test of what you
was meant to be a test of what you
was meant to be a test of what you learned this is a very different kind of
learned this is a very different kind of
learned this is a very different kind of test and it’s a very different vision of
test and it’s a very different vision of
test and it’s a very different vision of the world I would want you to consider
the world I would want you to consider
the world I would want you to consider an aptitude test assumes the things of
an aptitude test assumes the things of
an aptitude test assumes the things of Bates that things are given and it will
Bates that things are given and it will
Bates that things are given and it will discover those fakes hierarchies and
discover those fakes hierarchies and
discover those fakes hierarchies and achievement tests assume something like
achievement tests assume something like
achievement tests assume something like growth and that we can make something of
growth and that we can make something of
growth and that we can make something of ourselves and of our own our cultural
ourselves and of our own our cultural
ourselves and of our own our cultural moment today is heavily invested in
moment today is heavily invested in
moment today is heavily invested in achievement and that’s probably a good
achievement and that’s probably a good
achievement and that’s probably a good thing I’m an achievement person I
thing I’m an achievement person I
thing I’m an achievement person I wouldn’t have spent so many years in the
wouldn’t have spent so many years in the
wouldn’t have spent so many years in the classroom if I didn’t think that you
classroom if I didn’t think that you
classroom if I didn’t think that you could get better that you could grow by
could get better that you could grow by
could get better that you could grow by working this guy is definitely an
working this guy is definitely an
working this guy is definitely an achievement kid has anybody seen this it
achievement kid has anybody seen this it
achievement kid has anybody seen this it was huge last week
was huge last week
was huge last week this is called ice boy he apparently
this is called ice boy he apparently
this is called ice boy he apparently walks two miles each way into school
walks two miles each way into school
walks two miles each way into school last week he walked in the freezing
last week he walked in the freezing
last week he walked in the freezing weather so we live with his hair frozen
weather so we live with his hair frozen
weather so we live with his hair frozen I would argue that this shows some of
I would argue that this shows some of
I would argue that this shows some of the problems with achievement mountain
the problems with achievement mountain
the problems with achievement mountain sometimes we can work so hard it’s not
sometimes we can work so hard it’s not
sometimes we can work so hard it’s not good for us but as it was told in
good for us but as it was told in
good for us but as it was told in Chinese media you showed up at the
Chinese media you showed up at the
Chinese media you showed up at the classroom another way of thinking about
classroom another way of thinking about
classroom another way of thinking about achievement is through the work of dr.
achievement is through the work of dr.
achievement is through the work of dr. Carol Dweck who talks about mindset a
Carol Dweck who talks about mindset a
Carol Dweck who talks about mindset a fixed versus a growth mindset Carol
fixed versus a growth mindset Carol
fixed versus a growth mindset Carol Dweck aren’t using this or is it
Dweck aren’t using this or is it
Dweck aren’t using this or is it something that you are that could be
something that you are that could be
something that you are that could be fixed and discovered smart is something
fixed and discovered smart is something
fixed and discovered smart is something that you become and it’s something that
that you become and it’s something that
that you become and it’s something that all of us could become with a little
all of us could become with a little
all of us could become with a little work with a little effort there are a
work with a little effort there are a
work with a little effort there are a few problems to be sure with the
few problems to be sure with the
few problems to be sure with the achievement mindset and here’s one of
achievement mindset and here’s one of
achievement mindset and here’s one of them I don’t know if you can see all of
them I don’t know if you can see all of
them I don’t know if you can see all of this this is the freshmen initiative
this this is the freshmen initiative
this this is the freshmen initiative profile for Berkeley sometimes even I
profile for Berkeley sometimes even I
profile for Berkeley sometimes even I wonder why don’t you get rid of tests
wonder why don’t you get rid of tests
wonder why don’t you get rid of tests and have a pure achievement model just
and have a pure achievement model just
and have a pure achievement model just grades in backs achievement one of the
grades in backs achievement one of the
grades in backs achievement one of the problems is there were 43140 two
problems is there were 43140 two
problems is there were 43140 two students who apply to Berkeley above for
students who apply to Berkeley above for
students who apply to Berkeley above for whatever there’s no need for everyone
whatever there’s no need for everyone
whatever there’s no need for everyone who work hard and achieved and to get
who work hard and achieved and to get
who work hard and achieved and to get above a 4.0 I’m pretty sure you have to
above a 4.0 I’m pretty sure you have to
above a 4.0 I’m pretty sure you have to take a heavy con
take a heavy con
take a heavy con of AP classes what if your school
of AP classes what if your school
of AP classes what if your school doesn’t happen in AP classes about
doesn’t happen in AP classes about
doesn’t happen in AP classes about momentum I think well that’s crazy
momentum I think well that’s crazy
momentum I think well that’s crazy no that’s actually common that’s the
no that’s actually common that’s the
no that’s actually common that’s the norm across California the norm is 981
norm across California the norm is 981
norm across California the norm is 981 students to a counselor achievement has
students to a counselor achievement has
students to a counselor achievement has to acknowledge our accomplishments are
to acknowledge our accomplishments are
to acknowledge our accomplishments are going to be tied to the resources and
going to be tied to the resources and
going to be tied to the resources and environment in which we live
environment in which we live
environment in which we live besides if we just said okay Berkeley
besides if we just said okay Berkeley
besides if we just said okay Berkeley Harvard’s Yale the only except
Harvard’s Yale the only except
Harvard’s Yale the only except valvetrain there are 36,000 high schools
valvetrain there are 36,000 high schools
valvetrain there are 36,000 high schools and nine states they’re $36,000 for
and nine states they’re $36,000 for
and nine states they’re $36,000 for hands and it’s a founded Torian better
hands and it’s a founded Torian better
hands and it’s a founded Torian better in any way been the number four or
in any way been the number four or
in any way been the number four or number fourteen or twenty four person
number fourteen or twenty four person
number fourteen or twenty four person they maybe they just scratch their way
they maybe they just scratch their way
they maybe they just scratch their way to that spot there are other issues with
to that spot there are other issues with
to that spot there are other issues with achievement one of them is the
achievement one of them is the
achievement one of them is the University of Iowa in 1959 creating the
University of Iowa in 1959 creating the
University of Iowa in 1959 creating the ECT was creating it for the University
ECT was creating it for the University
ECT was creating it for the University of Iowa they wanted to know simply are
of Iowa they wanted to know simply are
of Iowa they wanted to know simply are you compared do you have the basic
you compared do you have the basic
you compared do you have the basic skills in other words an achievement
skills in other words an achievement
skills in other words an achievement test should really need more of a
test should really need more of a
test should really need more of a pass/fail endeavor it’s like the test
pass/fail endeavor it’s like the test
pass/fail endeavor it’s like the test you take you get your license at the DMV
you take you get your license at the DMV
you take you get your license at the DMV you ever have the skills or you don’t
you ever have the skills or you don’t
you ever have the skills or you don’t you know as far as I know no one is the
you know as far as I know no one is the
you know as far as I know no one is the valedictorian of the DMV you don’t get
valedictorian of the DMV you don’t get
valedictorian of the DMV you don’t get pulled over for speeding in the caucus
pulled over for speeding in the caucus
pulled over for speeding in the caucus like what the the achievement has a
like what the the achievement has a
like what the the achievement has a number a number of problems but it’s in
number a number of problems but it’s in
number a number of problems but it’s in many ways of course better than an
many ways of course better than an
many ways of course better than an aptitude model but the real problem is
aptitude model but the real problem is
aptitude model but the real problem is selected colleges like earthly and like
selected colleges like earthly and like
selected colleges like earthly and like Yale and Harvard they they need to know
Yale and Harvard they they need to know
Yale and Harvard they they need to know more than just are you prepared for
more than just are you prepared for
more than just are you prepared for college to make their admissions system
college to make their admissions system
college to make their admissions system work they need to know how do you
work they need to know how do you
work they need to know how do you compare with other people and so they
compare with other people and so they
compare with other people and so they need something they need something like
need something they need something like
need something they need something like this
this
this they want a normal distribution curve
they want a normal distribution curve
they want a normal distribution curve they might develop earth that will tell
they might develop earth that will tell
they might develop earth that will tell them how you prepare with everyone else
but achievement test is it that you do
but achievement test is it that you do that it’s not supposed to do that then
that it’s not supposed to do that then
that it’s not supposed to do that then achievement test should tell us who
achievement test should tell us who
achievement test should tell us who tried to achieve and that could be
tried to achieve and that could be
tried to achieve and that could be everyone but if colleges need a bell
everyone but if colleges need a bell
everyone but if colleges need a bell curve and they need the ACP NSA to need
curve and they need the ACP NSA to need
curve and they need the ACP NSA to need to deliver them there’s got to be some
to deliver them there’s got to be some
to deliver them there’s got to be some way of manipulating a test conceived as
way of manipulating a test conceived as
way of manipulating a test conceived as an achievement test and turning it into
an achievement test and turning it into
an achievement test and turning it into something else that produces this bell
something else that produces this bell
something else that produces this bell curve what you do is what they do in
curve what you do is what they do in
curve what you do is what they do in carnivals when you need to make sure
carnivals when you need to make sure
carnivals when you need to make sure that most people don’t win the game you
that most people don’t win the game you
that most people don’t win the game you have something tricky
have something tricky
have something tricky something difficult it’s not easily
something difficult it’s not easily
something difficult it’s not easily discerned and on the new SAT and for a
discerned and on the new SAT and for a
discerned and on the new SAT and for a long time on the HDTV what they
long time on the HDTV what they
long time on the HDTV what they introduced is time they have time to
introduced is time they have time to
introduced is time they have time to tests they ECT is not inherently a
tests they ECT is not inherently a
tests they ECT is not inherently a difficult test but you’re generally not
difficult test but you’re generally not
difficult test but you’re generally not given enough time to complete it because
given enough time to complete it because
given enough time to complete it because what we call processing speed how we’re
what we call processing speed how we’re
what we call processing speed how we’re wired
wired
wired neurologically is something that will
neurologically is something that will
neurologically is something that will plan out on a on a bell curve
some kids are fast in another century we
some kids are fast in another century we even use this as a synonym for smart
even use this as a synonym for smart
even use this as a synonym for smart beset people were quick but this is
beset people were quick but this is
beset people were quick but this is something that is wired in this is
something that is wired in this is
something that is wired in this is something you are born with so what
something you are born with so what
something you are born with so what we’re seeing is very quietly even I
we’re seeing is very quietly even I
we’re seeing is very quietly even I would say secretly we now have two tests
would say secretly we now have two tests
would say secretly we now have two tests that look like their achievement tests
that look like their achievement tests
that look like their achievement tests but they are not they are aptitude tests
but they are not they are aptitude tests
but they are not they are aptitude tests measuring something that is innate
measuring something that is innate
measuring something that is innate something that you were born with and I
something that you were born with and I
something that you were born with and I will argue something irrelevant to
will argue something irrelevant to
will argue something irrelevant to learning and knowledge I want to know if
learning and knowledge I want to know if
learning and knowledge I want to know if you understood what you read I’d prefer
you understood what you read I’d prefer
you understood what you read I’d prefer to do a student mind you silly
to do a student mind you silly
to do a student mind you silly read something two or three burned I
read something two or three burned I
read something two or three burned I don’t care how fast you read it I’ve had
don’t care how fast you read it I’ve had
don’t care how fast you read it I’ve had parents about clients tell me can’t you
parents about clients tell me can’t you
parents about clients tell me can’t you teach my kids to speed read aren’t their
teach my kids to speed read aren’t their
teach my kids to speed read aren’t their speed reading techniques the answer is
speed reading techniques the answer is
speed reading techniques the answer is no there aren’t what people assume is
no there aren’t what people assume is
no there aren’t what people assume is speed reading there’s another more
speed reading there’s another more
speed reading there’s another more proper name for it it’s called skimming
proper name for it it’s called skimming
proper name for it it’s called skimming do we want to educate kids reward them
do we want to educate kids reward them
do we want to educate kids reward them for skimming if you higher on the where
for skimming if you higher on the where
for skimming if you higher on the where is it very useful but he says look I
is it very useful but he says look I
is it very useful but he says look I graduated from Harvard I have a seat
graduated from Harvard I have a seat
graduated from Harvard I have a seat Bardeen documents really back I can give
Bardeen documents really back I can give
Bardeen documents really back I can give you the gist of this someone is very
you the gist of this someone is very
you the gist of this someone is very angry at you that’s not super useful as
angry at you that’s not super useful as
angry at you that’s not super useful as a skill full disclosure
a skill full disclosure
a skill full disclosure when you start companies that deal with
when you start companies that deal with
when you start companies that deal with education and help you apply to college
education and help you apply to college
education and help you apply to college it’s good for business when there are
it’s good for business when there are
it’s good for business when there are changes to the SAT in the ACP it makes
changes to the SAT in the ACP it makes
changes to the SAT in the ACP it makes people worried it makes them anxious but
people worried it makes them anxious but
people worried it makes them anxious but I’m worried and I think you should be
I’m worried and I think you should be
I’m worried and I think you should be worried because not only are you at a
worried because not only are you at a
worried because not only are you at a disadvantage if you’re not fast if
disadvantage if you’re not fast if
disadvantage if you’re not fast if you’re not a fast processing speed kid
colleges don’t seem to understand that
colleges don’t seem to understand that these shifts and changes to the SAT and
these shifts and changes to the SAT and
these shifts and changes to the SAT and that are inherent in the AC T are really
that are inherent in the AC T are really
that are inherent in the AC T are really going on I go to conferences all the
going on I go to conferences all the
going on I go to conferences all the time two years ago I attended a
time two years ago I attended a
time two years ago I attended a conference I was
conference I was
conference I was room bigger than this one 500 college
room bigger than this one 500 college
room bigger than this one 500 college admissions officers attending and when
admissions officers attending and when
admissions officers attending and when it was my chance to go to the microphone
it was my chance to go to the microphone
it was my chance to go to the microphone I ask them
I ask them
I ask them has anyone here taken the new SAT have
has anyone here taken the new SAT have
has anyone here taken the new SAT have any of you even death not a single hand
any of you even death not a single hand
any of you even death not a single hand among that group of professionals was
among that group of professionals was
among that group of professionals was raised in many ways you know these are
raised in many ways you know these are
raised in many ways you know these are just tests they’re unpleasant things
just tests they’re unpleasant things
just tests they’re unpleasant things that have to be gotten through a phase
that have to be gotten through a phase
that have to be gotten through a phase of your life but in another way or means
of your life but in another way or means
of your life but in another way or means way I want to argue the debates that we
way I want to argue the debates that we
way I want to argue the debates that we have as a culture about how we select
have as a culture about how we select
have as a culture about how we select kids for college
kids for college
kids for college and about these tests they really do go
and about these tests they really do go
and about these tests they really do go back to an older let’s go forward to an
back to an older let’s go forward to an
back to an older let’s go forward to an older argument about whether we live in
older argument about whether we live in
older argument about whether we live in a world that is given or a world that is
a world that is given or a world that is
a world that is given or a world that is maybe one that we made if we really do
maybe one that we made if we really do
maybe one that we made if we really do believe that there are fixed categories
believe that there are fixed categories
believe that there are fixed categories and people should know their place then
and people should know their place then
and people should know their place then okay we should have a test that seeks
okay we should have a test that seeks
okay we should have a test that seeks out the 1% of geniuses that may be out
out the 1% of geniuses that may be out
out the 1% of geniuses that may be out there we should have to test I guess the
there we should have to test I guess the
there we should have to test I guess the measures how fast you you read but if we
measures how fast you you read but if we
measures how fast you you read but if we believe that the world as a founding
believe that the world as a founding
believe that the world as a founding fathers did the world is one that we
fathers did the world is one that we
fathers did the world is one that we made one that we create one that we
made one that we create one that we
made one that we create one that we could make more fair that we could make
could make more fair that we could make
could make more fair that we could make ourselves better then I think we want to
ourselves better then I think we want to
ourselves better then I think we want to stick to this model of achievement it’s
stick to this model of achievement it’s
stick to this model of achievement it’s a better way of looking at students and
a better way of looking at students and
a better way of looking at students and thinking about but we also need to be
thinking about but we also need to be
thinking about but we also need to be honest about the fact that if we believe
honest about the fact that if we believe
honest about the fact that if we believe in that model we need to fund public
in that model we need to fund public
in that model we need to fund public schools or generously we need to find
schools or generously we need to find
schools or generously we need to find them more fairly
them more fairly
them more fairly because not everyone has the same chance
because not everyone has the same chance
because not everyone has the same chance to achieve and succeed and the test will
to achieve and succeed and the test will
to achieve and succeed and the test will merely tell us something we should
merely tell us something we should
merely tell us something we should already suspect that the world we’re
already suspect that the world we’re
already suspect that the world we’re building isn’t as fair as the one I’m
building isn’t as fair as the one I’m
building isn’t as fair as the one I’m not convinced that we probably should be
not convinced that we probably should be
not convinced that we probably should be as an earlier generation seventy years
as an earlier generation seventy years
as an earlier generation seventy years ago was convinced building a test that
ago was convinced building a test that
ago was convinced building a test that measures the 1% and finds me geniuses
measures the 1% and finds me geniuses
measures the 1% and finds me geniuses one more kind of thing we want to build
one more kind of thing we want to build
one more kind of thing we want to build the system that nurtures and encourages
the system that nurtures and encourages
the system that nurtures and encourages the genius that may be present in in all
the genius that may be present in in all
the genius that may be present in in all of us in all of you thank you very much
of us in all of you thank you very much
of us in all of you thank you very much [Applause]
”
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