Transcript Slide 1
Modern Plan to identify a “Natural Aristocracy” put forth by James Bryant Conant President of Harvard in the 1930s
Conant reads Jefferson’s 1813 letter to John Adams about the natural aristocracy, the idea becomes the centerpiece of Conant’s thinking. (Lemann, 42)
Orders the creation of the SAT, establishes ETS, changes college admissions
Early Scholarship Recipient James Tobin, of Champaign IL Nobel Prize in Economics 1981
I was born in Champaign in 1918. From the neighborhood elementary and intermediate schools, I went to the University High School.
University High School prepared me exceptionally well for Harvard, even though neither the school nor I ever thought that midwestern teen-agers might go to a prestigious expensive eastern college a thousand miles away. I happily took for granted that I would attend the very good local university and probably go on to its law school. Harvard was my father's idea.
By chance, states . President James B. Conant of Harvard was just then inaugurating national full-cost scholarships designed to diversify the geographical, scholastic, and social sources of the student body, and he was starting with the midwestern
All this my father learned because he habitually read the New York Times in the public library. So, I wrote in June three days of entrance exams for which I had neither received nor made any special preparation. I learned the amazing good news in August, and in September 1935, on the train to Boston, I left the midwest for the first time.
Target Group Most academically talented
What is CONANT’S UTOPIAN IDEAL? 1. Elite colleges to serve the most talented needed methods of identification and scholarships.
2. Elites would come from all classes and geographical areas– a kind of “classless” society. What did Conant mean? 3. Scholarship students would do public service
SAT Question How many non-overlapping spaces can you cut the SHADED space of the donut into with just 2 STAIGHT LINES? Give a number. http://www.pbs.org/wgbh/pages/frontline///shows/sats/test/solve.html
COMPETITION FOR SLOTS in BEST UNIVERSITIES We rely heavily on standardized tests
How does the quality of school (honors, AP, gifted programs) effect the outcome on the SAT (or ACT)?
K-12 Education plays an important role
What are the benefits for high SAT/ACT scores?
Jefferson’s Natural Aristocracy
Will the “Natural Aristocracy” SERVE THE PUBLIC OR develop SELF-INTERESTS and want to preserve their power and influence? (see Lemann,45-46)
What fights against corruption in a representative government? **
Disclosure/Transparency
Voting the bums out
Who do you trust? What professions are the most trustworthy in your view?
Jefferson’s view of the natural aristocracy– elite should be based on virtue and talent (Tozer, 36-38) John ADAMS’ OBJECTIONS Is Jefferson’s educational system the best way to locate leaders?
At the time, John Adams argues NO Agrees there are differences in men
BUT CAUTIONS
Many kinds of talents
We should have no aristocracy at all
Any concentration of power is bad.
Lemann, 45-45
What does the SAT measure?
How well does the SAT work for social engineering of the “natural aristocracy”? What does the SAT actually do?
The Big Test: The Secret History of the SAT
Nicholas Lemann: Can you prepare to take the SAT and raise your score?
“10 million Frenchmen can’t be wrong”
No good studies on test preparation.
ETS argues that test preparation classes only raise scores an average of about 25 points.
Kaplan claims preparation classes raise scores an average of 125-150 points.
Who should we choose for UIUC?
What measures college ability?
Among these, what measures potential best? ACT, SAT CLASS RANK GPA TYPE OF COURSES TAKEN IN HS EXTRA CURRICULAR ACTIVITIES SPECIAL TALENTS
UIUC 21,000 applicants for 7,000 slots Berkeley 30,000 for 3,500
SAT scores of UIUC students 2007 Freshman RANGE OF SCORES SAT Score of UIUC Freshman
1400-1600 20%
1200-1399 52%
1000-1199 25%
999 or below 3% ACT 30-36 33% 24-29 54%, 18-23 12% <17 1%
“Illinois is a diverse state, and we are trying to reflect the demographics of the state of Illinois as best we can” (Marshall, UI Associate Provost) CLASS OF 2010 (22,365 applicants --14,000 accepted -- 7,172 attend)
Men 50.8%
90 counties, majority from Cook County 58 % TOP 10 PERCENT OF HS CLASS
12% TOP 1 PERCENT OF THEIR CLASS
Racial/Ethnic Make-up
64% CAUCASIAN 12% ASIAN/PACIFIC ISLANDER 8% AFRICAN AMERICAN 9% HISPANIC .2% NATIVE AMERICAN 5% INTERNATIONAL
AVERAGE ACT score is 27
University Goal: 18% underrepresented minorities
SAT TODAY What are some of the main concerns about SAT scores? One concern is “ Differences in scores by group have persisted.” WHAT CAUSES THESE DIFFERENCES?
WHAT CAN EDUCATORS AND POLICY MAKERS DO TO EVEN THE PLAYING FIELD?
Gender
Males score higher than females
But females have higher grades in high school and college *Class
*Family education *Urban and rural students
* Race/Ethnicity
Asians score higher than whites in math
Since 1970s Minority students score lower than white students
AA 2005 SAT Averages Males Females Influences scores +++ higher Influences scores ----lower Asian White Hispanic
Verbal Math
513 505 511 532 433 463 538 504 580 536 431 469
What are the results of the SAT nationally?
http://www.collegeboard.com/about/news_info/cbsenior/yr2005/links.html
Archived SAT DATA 2005 Tables and Related Items Location: http://www.collegeboard.com/prod_downloads/about/news_info/cbsenior/yr2005/table17-mean-SAT-scores.pdf
Parental Education: http://www.collegeboard.com/prod_downloads/about/news_info/cbsenior/yr2005/graph15-2005 mean-SAT-scores.pdf
Race/Etnicity: scores.pdf
http://www.collegeboard.com/prod_downloads/about/news_info/cbsenior/yr2005/graph10-mean-SAT CHARTS CONNECTED TO RACE/ETHNICITY, GENDER, URBAN VS. RUAL VS. SUBURBAN, PARENTAL EDUCATION
Freshman in Engineering Grades in math class? Some students with
HIGH SAT Math SCORES LOW GRADES
LOW SAT Math SCORES HIGH GRADES In this study GPA is a more reliable predictor of college level performance.
Test-makers acknowledge that high school grade point average (GPA) or class rank are the best predictors of first-year grades, despite the huge variation among high schools and courses.
BELIEFS – in DEMOCRACY Jefferson argued for some of the elements of democratic empowerment of each citizen that would be part of our modern sensibilities.
Believing in the individual’s rights and responsibility to participate publicly. [But Jefferson had limits by social role, class, race, and gender. For example: initially voting rights were given only to white males with property, women could not vote, free Black males had restricted voting rights
]
Having a sense of political efficacy—that YOU can make a difference. [ Especially at local level
]
Coming to value the principles of democratic life— equality, community, and liberty.
Knowing that alternative social arrangements to the status quo exist and are worthwhile [How to get change?] Gaining the requisite intellectual skills to participate in deliberation---public debate. [Education was critical]
Harris Poll harrisinteractive.com
Doctors 85% Teachers 83% Scientists 77% Police Officers 75% Professors 75% Clergy 74% Military Officers 72% Judges 70% Accountants 68% Ordinary person 66% Civil Servants 62%
Bankers 62% The President 48% TV Newscasters 44% Athletes 43% Journalists 39% Congress 35% Pollsters 34% Union Leaders 30% Stockbrokers 29% Lawyer 27% Actors 26%
What does the SAT measure?** Prior lecture responses:
Aptitude (IQ) Potential Analytic Skills Comprehension Math Verbal Test Taking Skills Cultural Knowledge Skills learned in school Quality of school experiences College grades Fairness argument: Same Test for all.
Concern: Same Preparation for all?
CONCERN How well does the SAT work for social engineering of the “natural aristocracy”? What does the SAT actually do?
The SAT I is validated for just one purpose: predicting first-year college grades.
The correlation between college grades and SAT scores is approximately r = .42.
This value indicates a moderate positive relationship . In other words, students who have higher SAT scores tend to do acceptable work in college.