Chosen Article:
Toldson, I. A., & McGee, T. (2014). What the ACT and SAT Mean for Black Students’ Higher Education Prospects (Editor’s Commentary). The Journal of Negro Education , 83 (1), 1-4.
In this article, Toldson & McGee (2014) explore the use of American College Testing (ACT), Scholastic Assessment Test ( SAT) test scores and Grade Point Average (GPA) as well as their combinations to determine admission to American Universities and colleges. They also explore what this means for the black students planning to enroll in higher education. The authors’ main points are that first, the ACT and SAT test scores are not good predictors of college performance and hence it is unethical for college and university admission boards to use minimum test scores as the sole criteria for admission and for the purpose of making decisions regarding financial aid to students in institutions of higher education. The second point made by the authors is that black families should focus on teaching and guiding their children with the aim of preparing them to study harder and make good grades. Likewise, they ought to advocate for implementation of learning experiences that are oriented to the curricula taught in colleges.
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The originality of the article may not be readily confirmed. However, the topical nature of the substance of the article is reflected by the fact that it made it to the ‘ Editors commentary ’ which is often reserved for highlighting contemporary matters of societal importance and stimulating discussion, research, and contributions by experts. The currency of the matters raised in the article at the time and the prioritization for commentary by the editors strongly attest to its originality.
The views shared in the article are presented simply, clearly and concisely. However, a brief description of the background, history, and meaning of the ACT and SAT tests would have put the article in perspective for the lay reader. This should have been followed by a brief explanation of the current format of the tests, highlighting the aspects that will be affected by the ‘major' changes mentioned in the first paragraph. An additional paragraph should also have been dedicated to describing what GPAs are and providing explanations of crucial differences, similarities and overlapping aspects between them and the ACT and SAT tests in their interpretation. This would have been done just before the article delved into the reasoning behind the pronouncements of the National Association for College Admission Counseling (NACAC).
The authors' methods are fairly sound considering the nature of matters raised in the commentary. In this regard, the authors have made use of statistics from national bodies with perceived wide acceptability and relatively free of prejudice and bias to support the figures used in advancing the key arguments. This style renders the article fair and impartial and thereby steers the reader mostly to the facts which, serves to strengthen the argument. The author's argument is well supported by statistics on the ACT and SAT scores, as well as GPAs of black versus white students. There is also a subtle reminder to the reader that just like gender issues, race issues are marginalization issues and should be treated as such while taking care not to let the various prejudices to take control of the argument.
The intended audience of this article is first the aspiring college and university students, followed by parents, researchers in higher education since it relates to race and marginalization issues, policy makers, governments and higher education institutions. The article is fairly researched. However, the issues raised in the concluding part of the article concerning test score gaps between black and white students, commercial interest in standardized tests, and the marginalization issues surrounding test scores have not been well justified. Therefore, the question that remains lingering is what the circumstances at College of William and Mary have to do with the broader and much more serious problem of historical marginalization of blacks which, obviously impacts on testing and test scores. The other questions regard corporate investment in standardized tests, why it has been allowed, the thoughts of authors on the matter and as it relates to the issues raised in the article.
This article is of immense value especially considering the consequences of imposing minimum scores on tests that are not supported by research and lack objectivity. The weight given to matters of marginalization whether intentional or not should stimulate debate on the interface of race, marginalization and higher education.
References
Toldson, I. A., & McGee, T. (2014). What the ACT and SAT Mean for Black Students’ Higher Education Prospects (Editor’s Commentary). The Journal of Negro Education , 83 (1), 1-4.
