- Why can’t the SAT predict college grades better? If the SAT is so bad, why do colleges still require it?
- Why should you answer B, B, B, B, and so on, for all items that you didn’t get to that are not math?
- Why should you answer B, B, B, B, and so on, for all items that you didn’t get to that are algebra?
- Why should you answer A, A, A, A, and so on, for all items that you didn’t get to that are geometry?
- How could Loewen get a 560 on the SAT German test, wait four months, not study one minute, take it again, and get a 720?
- Does a 560 SAT score earned by a Black 18-year-old girl who lives outside Hot Coffee, MS, equal a 560 SAT score earned by a white graduate of Phillips Exeter Academy who lives in Darien, CT, and took the Princeton Review? Why or why not?
- Why do some students, especially in places like Mississippi, score below random on the SAT and ACT?
- Why did putting an interstate highway through Appalachia raise nearby students’ IQ scores by 15 points?
- Explain the statistical process that causes ETS to discard any item on which Black students outperform white students.
Here is a question appropriate for the APUSH test (Advanced Placement in U.S. History), since it relies on commonly known information and thoughtful reasoning.
As Grant’s U.S. forces swept through the lower Mississippi River valley, most residents:
A. fled in terror.
B. took their slaves further inland or all the way to Texas.
C. welcomed the Yankees with food and cheers.
D. regretted that Mississippi had pushed for secession in the first place.
E. watched with ‘icy stares.’
Why will no item of this “ilk” ever appear on an ETS exam?