Here is my annotated bibliography copied and pasted for you to use for my essay that you are writing:
Cooper, Preston. “Eliminating Standardized Testing Will Worsen Inequality.”
Gale Opposing Viewpoints Online Collection. Gale, 2022.
The elimination of standardized testing in college admissions will contribute to existing inequalities in the educational system. Cooper emphasizes that standardized tests give students from different socioeconomic groups a level playing field and enable admissions personnel to conduct more impartial evaluations. Without quantitative measurements, admissions staff may have to rely more on subjective criteria, which can be influenced by a student’s access to resources and opportunities, such as extracurricular activities, personal essays, and letters of reference.
According to Cooper, children from wealthier families may have easier access to resources like private tutoring, college counseling, legacy status, and extracurricular involvement, which may have given them an advantage throughout the admissions process. As per mention of Cooper in his study, “The implication is that admissions considerations other than the SAT bias admissions decisions in favor of high-income students. Higher-income students have many advantages in the college admissions game which are legacy status, violin lessons, and volunteer trips to Malawi that their lower-income peers lack.” (1)
However, students from underprivileged families, on the other hand, would not have the same access to such resources. So with eliminating standardized testing, This would further entrench inequality in higher education by increasing the gap between students from advantaged backgrounds and those from disadvantaged backgrounds. Standardized testing, in Cooper’s opinion, can be used to find talent in underrepresented communities. Standardized tests can give kids who might not have access to well-funded schools or advanced coursework the chance to show off their abilities and level the playing field in the admissions process. Eliminating standardized testing may make it harder for these pupils to demonstrate their skills and accomplishments.
Overall, Cooper contends that by eliminating standardized testing in college admissions that it would worsen inequality by increasing subjectivity in the admissions process and further decrease chances of admission to elite or high quality colleges for disadvantaged students from underprivileged backgrounds. Cooper advocates for a well-rounded strategy that takes into account any unintended repercussions of policy changes affecting college admissions and underlines the significance of tackling more general issues of equity and fairness in higher education.
Cooper states the importance of standardized testing by providing a critical perspective on the ongoing debate about the role of standardized testing in the admissions process and challenges the notion that eliminating standardized testing would automatically lead to an imbalanced admissions process whilst highlighting the potential negative consequences of such a move. An example of a negative consequence due to an elimination of standardized testing, “The end of the SAT requirement means more emphasis on personality scores, which are self-evidently impossible to assign objectively. No SAT requirement also probably means more preference for legacy students, who are admitted at 5 times the rate of typical applicants. It is easier for an admissions committee to accept a legacy student or the child of a major donor with mediocre academic accomplishments if applicants are not required to submit evidence of those accomplishments”. (2)
Through this, Cooper underscores the need for policymakers, educators, and admissions officers to carefully consider the impact of policy changes on students from different backgrounds and to strive for equitable and inclusive college admissions practices.
The Article on Eliminating Standardized Testing in College Admissions is useful to my research on “In the past five years, how has racial inequity in college admissions policies affected the opinions of Black and Latino students regarding the claim of equitable admission decisions?” as it supplies me with a new and different viewpoint in the midst of the current debates between 2022 to today about college admissions policies and its effects on students from underprivileged communities. College Admissions Policies such as Test-Optional enable me to understand and demonstrate the adversity it may cause on low income students, such as those from underserved communities like, the Black and Latino community, may be negatively impacted considering their academic abilities may be overlooked without tests such as the ACT or SAT. Firstly, I will use some of the introductory background detail to create a hook. I will use the rest to analyze how the exclusion of standardized testing has influenced the admission policies of colleges in the United States, specifically its impact on Black and Latino students in order to address my essay question in my body paragraphs. For example, I will divide my body paragraphs into each factor or issue that may be presented within standardized testing such as evaluating how standardized testing provides a level playing field for students from low-income backgrounds as well as provide Black and Latino American students an opportunity to demonstrate academic potential, regardless of their background, by examining their academic rigor solely based on their test scores or highlighting how standardized testing may not always be an accurate reflection of a student’s academic abilities and some students may perform poorly on these tests despite their potential but can definitely help low income or underserved students receive a higher percent chance in being admitted into high quality colleges or universities. For example, I will include admission decisions that claim to be equitable that perpetuate and involve racial inequity due to unconscious bias, institutional racism, and other factors that can affect the selection process and lead to a lack of diversity in higher education.
Arvind Ashok. “College Admissions Can’t Escape Social Class Leanings.”
New York Times, 27 May 2021, p. A11(L). Gale In Context: Opposing Viewpoints
Ashok investigates how socioeconomic class affects college entrance. He looks at how candidates’
socioeconomic backgrounds have a huge impact on college admissions, with students whom are
from more affluent homes have an easier time getting accepted. “Analysis of date on recruiting visits
by colleges has shown that richer, whiter high schools tend to receive more visits. The persistence of
legacy admissions at some elite colleges, many of whom have more students from the top 1% of
income than the bottom 40% shows that though social mobility may be a goal, it can conflict with
pleasing potential donors or attracting sufficient numbers of students who don’t need financial aid.” (2)
Ashok discusses the challenges that applicants from underprivileged backgrounds face during the
admissions process and the need to create laws that ensure fairness and equal opportunity. Ashok
underlines the importance of a diverse student body and how it may result in a more equitable college
admissions procedure. According to Ashok, new college admissions policies must be created to
ensure that all applicants, regardless of social or financial position, are treated equally.
This article is important because it highlights the need to create policies that ensure fairness
and equal opportunity, and to recognize the different challenges that applicants from different
backgrounds face within the admissions process.
The Article on “College Admissions Can’t Escape Social Leanings” is useful to my research on “In the past five years, how has racial inequity in college admissions policies affected the opinions of Black and Latino students regarding the claim of equitable admission decisions?” as it supplies me with insight into the factors that contribute to racial inequity in college admissions and how they have affected Black and Latino students’ perceptions of the fairness of the admissions process.
For my introductory paragraph of my essay, I will provide an overview of the topic presented in the article including a clear and concise definition of racial inequity in college admission policies, and the impact it has on Black and Latino students.
In my Two Body Paragraphs, I will include specific examples and evidence from the article to support my thesis.
In my first body paragraph, I will mostly concentrate on the aspects of college admissions criteria that lead to racial disparity, such as the preference for candidates from well-connected and rich households/families.
In my second body paragraph, I will primarily focus on how racial inequity in college admissions policies affects the opinions of Black and Latino students in terms of claims of equitable admissions decisions, which results in feelings of frustration and disillusionment with the college admissions process.
Lastly, I will provide examples to support my body paragraphs, such as the 2017 study’s findings that Black and Latino students were most likely to claim they felt unfairly judged based on their race or ethnicity during the college admissions process and the preference given to applicants who come from wealthy and/or well-connected families.
Howell, Jessica S. “Assessing the Impact of Eliminating Affirmative Action in Higher Education.” Journal of Labor Economics, vol. 28, no. 1, Jan. 2010, pp. 113–166.
Howell talks on how abolishing affirmative action in higher education has negative effects. She examines the effects of changes in affirmative action policies on college admissions and enrollment for underrepresented minority students using empirical research. The article claims that the elimination of affirmative action could result in a decrease in enrolment and diversity on college campuses. College admissions and enrollment for underrepresented minority students have been impacted by changes in affirmative action regulations, according to Jessica Howell’s evidence and analysis. The essay makes the case that the end of affirmative action could lead to lower enrollment and less diversity on college campuses, which would have a substantial impact on how Black and Latino students felt about equitable admissions decisions.
Several factors indicate the validity of this source. First of all, the study appeared in the Journal of Labor Economics, a respectable and long-standing academic publication that disseminates research in the discipline of labor economics. The rigorous evaluation of the article by subject-matter specialists is guaranteed by the peer-review procedure, which raises its credibility. Second, the author, Jessica S. Howell, holds a degree from the University of California, Los Angeles, which increases the source’s credibility because she is likely to be knowledgeable about affirmative action and higher education. Last but not least, the paper provides references to previous academic research, showing that the author has thoroughly reviewed the body of work on the subject.
In My Essay, This Article on “Assessing the Elimination of Affirmative Action in Higher Education” is useful to my research on “In the past five years, how has racial inequity in college admissions policies affected the opinions of Black and Latino students regarding the claim of equitable admission decisions?” because it provides support to the claim that the elimination of affirmative action in college admissions could have a negative impact on college enrollment and diversity, which could then have an impact on Black and Latino students’ perceptions of equitable admissions decisions.
In my introductory paragraph, I will provide a brief overview of the main points and findings of the research in order to set the context of my essay.
In my first body paragraph, I’ll use the article’s findings about declining underrepresented minority student enrollments when affirmative action is eliminated and discussed. An example I will use to support my argument in this body paragraph is the Study by Bowen and Bok 1998 (cited and referenced by Howell) that was conducted based on the impact of affirmative action bans in California’s public universities and found that the elimination of affirmative action led to a significant decline in the enrollment of underrepresented minority students, such as Black and Latino Students. This example will also be used to demonstrate how the removal of affirmative action may negatively impact underrepresented minority students’ access to and opportunities for enrollment in higher education institutions, which may have long-term effects on their ability to complete their education and their prospects for employment. In my first body paragraph, in addition, I will include and analyze the potential reasons behind the decreased enrollment, such as decreased access to financial aid, reduced recruitment efforts targeting underrepresented minority students, and the perception of decreased opportunities for success.
In my second body paragraph, I’ll use the article’s findings on when affirmative action is ended, there may be a drop in diversity on college campuses. An example to support this body paragraph is The study by Long in 2004 that was cited within Howell’s article to support my argument. Affirmative action bans in Texas’ public higher education institutions were the subject of an investigation by Mark Long, who discovered that less underrepresented minority students were accepted as a result of the ban, making for a less diverse student body. By lowering the representation of underrepresented minority students on college campuses, this example can be used to demonstrate how the elimination of affirmative action can have a direct impact on campus diversity. This can have important ramifications for developing an inclusive and equitable learning environment. In my second body paragraph, this article will also be used to talk about the effects of less diversity on campuses, such as fewer opportunities for cross-cultural understanding and diverse viewpoints in class discussions, a lack of exposure to other cultures, and potential harm to underrepresented minority students’ academic and social experiences and discuss the value of diversity in higher education.
Long, Mark C. “Is There a ‘Workable’ Race-Neutral Alternative to Affirmative Action in College Admissions?” Journal of Policy Analysis and Management, vol. 34, no. 1, 2014, pp. 162–183.
Long investigates whether there is another option for affirmative action in college admissions that can give people of all races equal opportunities. Long makes the case that racial factors should not be taken into account while implementing equitable policies like class-based admissions and percentage plans. The article does also address some of these methods’ drawbacks and difficulties. Long also argues that equitable policies such as class-based admissions and percentage plans can be effective in promoting diversity. In this article, Long cites a study by Bowen and Bok which found that a class-based action plan was successful in increasing the representation of underrepresented groups in college admissions without relying on race. Also, Long mentions in this article that the Texas Top 10% Plan in which grants automatic admission to the top 10% of each graduating high school class in Texas, has shown that the policy has been succeeding in increasing diversity within college admissions without explicitly considering race.
This article by Mark Long is reliable because the article “Is There a ‘Workable’ Race-Neutral Alternative to Affirmative Action in College Admissions?” was published in the Journal of Policy Analysis and Management, a peer-reviewed academic journal that publishes research on policy analysis and public management. Therefore, this article can be considered a reliable source.
In My Essay, This Article on “Is There a ‘Workable’ Race-Neutral Alternative to Affirmative Action in College Admissions” is useful to my research on “In the past five years, how has racial inequity in college admissions policies affected the opinions of Black and Latino students regarding the claim of equitable admission decisions?” because It provides insight into the efficacy of various alternatives and their possible influence on underrepresented groups, particularly Black and Latino students, and explores the potential impact of race-neutral alternatives to affirmative action on encouraging diversity in college admissions.
In My Introductory Paragraph, I will discuss the controversy around affirmative action and the need for a race-neutral alternative as discussed by Long but I also will distinguish the differences between race-neutral & equitable college admissions decisions and argue the importance of implementing equitable and/or race neutral alternatives to truly bring more effectiveness in college admissions especially towards underrepresented students, such as Black and Latino students.
In my first body paragraph, I will explore the Bowen and Bok study to argue the feasibility and effectiveness of class-based affirmative action.
In my second body paragraph, I will explore the Texas Top 10% Plan as an example of a successful percentage plan within equitable and/or race-neutral alternatives to affirmative action.
