The College Board, which has been devising and administering the test known as the SATs, has announced the latest tweak they’ve devised to try to even the playing field:
The College Board, which oversees the SAT exam used by most U.S. colleges during the admissions process, plans to introduce an “adversity score” which takes into consideration the social and economic background of every student…
The new adversity score is being calculated using 15 factors, including the crime rate and poverty level from the student’s high school and neighborhood, The Wall Street Journal first reported.
Students won’t be privy to their scores but colleges and universities will see them when reviewing applications.
There are so many negative things about this move that I almost don’t know where to start. One of them, though, is apparent from that last sentence in the quote: students won’t see them, but the colleges will? So the whole thing will be hush-hush and kept even from the students themselves and their parents? I would think some sort of challenge could be mounted on that issue alone. One’s college fate, to be decided by some rating of how much (or how little) you’ve had to overcome in your life, that you are not allowed to even see?
But that’s a small issue compared to the larger one, which is the futility and hubris—and downright unfairness—of all attempts at what Thomas Sowell called “cosmic justice.” If you’ve never read his great book The Quest for Cosmic Justice, please do it soon. In the book, written in 1999, he describes the futility and inherent injustice of all such efforts. I could quote page after page after page, but for now I’ll just offer this short excerpt [emphasis mine]:
Cosmic justice is not about the rules of the game. It is about putting particular segments of society in the position that they would have been in but for some undeserved misfortune. This conception of fairness requires the third parties must wield the power to control outcomes, over-riding rules, standards, or the preferences of other people…
Implicit in much discussion of a need to rectify social inequities is the notion that some segments of society, thought no fault of their own, lack things which others receive as windfall gains, through no virtue of their own. True as this may be, the knowledge required to sort this out intellectually, much less rectify it politically, is staggering and superhuman. Far from society being divided into those with a more or less standard package of benefits and others lacking these benefits, each individual may have both windfall advantages and windfall disadvantages, and the particular combination of windfall gains and losses varies enormously from individual to individual…
To apply the same rules to everyone requires no prior knowledge of anyone’s childhood, cultural heritage, philosophical (or sexual) orientation, or the innumerable historical influences to which he or his forebears may have been subjected. If there are any human beings capable of making such complex assessments, they cannot be numerous. Put differently, the dangers of errors increase exponentially when we presume to know so many things and the nature of their complex interactions.
Simply put, it is hubris to think we could do this. It simply cannot be done with any fairness whatsoever.
But in addition, the SATs are supposed to be objective tests. For decades there have been efforts to make the tests themselves more culture blind and therefore more truly objective. Work on that if you must, but objective tests must be scored objectively and if that can’t be done then just do away with them. Don’t start this “adversity” stuff.
There are plenty of other ways to put your thumb on the scale: knowledge about the high schools involved and their quality, teacher recommendations for each particular student that can mention individual histories that might matter, interviews, and the personal essays (both long and short) that accompany college applications.
That should be more than enough.
[ADDENDUM: And in Canada we have this:
The Liberal government of Canada has formulated a new program to which all universities are expected to commit. It is called “Dimensions: Equity, Diversity, and Inclusion.” A “Charter” for “Dimensions” has been distributed to all university presidents, who are urged to sign, endorsing the program for their universities…
What does “equity, diversity, and inclusion” mean in practice? It means that certain categories of people must [be]favoured in academic competitions, while unfavoured categories of people must be excluded. The favoured must be put up for grants, or else the grants would not be forthcoming; conversely, unfavoured categories of people must be excluded from the competition, or else the grants would not be forthcoming.
How are favoured and unfavoured categories of people decided? According to the Charter:
“To advance institutional equity, diversity and inclusion, specific, measurable and sustainable actions are needed to counter systemic barriers, explicit and unconscious biases, and inequities. This includes addressing obstacles faced by, but not limited to, women, Indigenous Peoples, persons with disabilities, members of visible minority or racialized groups, and members of LGBTQ2+ communities.”
The theory of “systemic barriers,” much loved by sociologists, attributes the different distributions of categories of people in society to prejudice and discrimination on the basis of race, gender, and ethnicity. A “social justice,” equitable, diverse, and inclusive distribution would be for each gender, race, and ethnic group to be represented in every department, faculty, and university, in every list of competition winners, in every new hire, according to its exact percentage in the general population.
This new criterion, “representation according to its exact percentage in the general population,” has been institutionalized without any consent of the general population, without any legislation, without any vote…“Equality of results” is far from the liberal idea of “equality of opportunity,” in which occupational, monetary, and academic achievement results vary according to the motivation, preferences, abilities, and commitments of individuals.
The theory of “systemic barriers” assumes that there is no material difference among people in regard to motivation, preferences, abilities, and commitments, and that all differences in statistical representation are the result of prejudice and discrimination. This is clearly false.
Actually, I’m not so sure the theory assumes that. I think people who advocate this sort of thing don’t care any more, although perhaps they once did. I think that diversity has been raised to the highest level of urgency, above all other considerations, and there is no interest in hearing any argument that might counter that.]
