Relationship Between SAT Scores And Family Income Of The Test Takers Around The World

The socioeconomic status of an individual’s parents has always been one of the clear-cut forecasters of the individual’s academic success and educational accomplishment. The correlation between family socioeconomic uniqueness and student accomplishment is one of the most forceful patterns in educational scholarship; however the reasons and means

In the article Race, Poverty, and SAT Scores: Modeling the Influence of Family Income on Black and White High School Students' SAT Performance, hypothesizes the relationship of race, wealth, and parental education as predictors of achievement for African Americans and Caucasians on SAT's. The study utilizes participants of a 2003 high school junior and senior class members cohort in the United States. The ethnic profile of the member's records respectively recognizes 54% of the group as female and 69% White, with 11% Black. Of this sample 59% of the Black test takers were women, and 54% of the White sample were women ages 15-19 years of age. (p. 9) Researchers, Dixon-Román, Everson, & McArdle, analyze data from the College Board's Student Descriptive Questionnaire as an appraisal

In the data collected by College Board that shows the relationship between family income and the average test scores, students from a family which has a income of lower than 20,000 dollars per year would get a score around 1326, and students from a rich family which has a income of more than 200,000 dollars can get a score around 1714. It reflets that fact that

The purpose of this proposal is to examine current and future Iowa State University admissions decisions processes. At the present time most colleges, including Iowa State use a combination of standardized test scores, high school class rank, high school grade point average, and essays to make decisions on admissions. All of the above are good determinants of a student’s possible success in college, except standardized test scores. Standardized tests discriminate against minorities and are not a good overall indicator of a student’s potential. For these reasons and others, Iowa State should not use standardized test scores when making admissions

The affect of low socioeconomic status is still influential among high achieving students, with the likelihood of achieving a bachelor’s degree increasing with socioeconomic status on students that scored in the upper quartile of an eighth grade math exam (Lee et all., 2008). Race is still an indicator of academic achievement, but its direct and indirect effects are less strong (Lee et all., 2008). Students of majority race (White and Asian) complete high school at a rate of 93%, while students of the non-asian minority complete high school at a rate of 85% (Lee et all., 2008). The gap between students of differing socioeconomic status was far wider, of 44 percentage points, as compared to the gap between races and high school completion rates, which is 8 percentage points. Differences in gender also shows discrepancies, with 31% of females receiving at least a bachelor’s degree and only 26% of males receiving at least a bachelor’s degree.

DiEugenio(2014) also found that the correlation for the highest points of concentrations of wealth in the United states, In 1929, before the Great Depression, and 2007, before the housing market crash, resulted in devastating effects, the whole system crashing and burning to destroy the economy. Also, being top heavy in an economy, just as America is in now, is unsustainable, and will lead to another collapse in the near future DiEugenio(2014). Another factor of income inequality is where Americans go to college, the more prestigious college or university a person goes, the more likely they will receive a lucrative job DiEugenio(2014). DiEugenio(2014) stated in his article, “The average income of the parents of a Harvard graduate is $450,000 per year, or the top 2 percent of the nation. And that college degree credentials the Harvard graduate as someone who can expect to stay at the top of the income ladder. Much less social value is given to a degree from a state college or a lesser known institution.” Parent’s income has become a very clear predictor of what their children will have access to

The SAT is biased against students of lower-income households. In modern society, people rely on money. While the American government may give students a free twelve year education, there are strings attached. Standardized tests are not taken without preparation. It requires practice tests, study guides, tutors, and countless hours of time. The problem for poor students is that they may not be able to afford any practice. One might ask how they prepare? They do not. The Christian Science Monitor talks about how money plays a crucial role when it comes to the SAT by saying, “Expensive test-prep courses may give affluent students a marginal advantage…” (Khadaroo). Wealth equals success. The more money a person has, the more professional tutoring they can receive before taking the SAT which makes it unfair to students who cannot afford additional help. New York Times reported that College Admissions met to discuss the importance of the SAT and

Since the beginning of global standardized testing, American students have been less than impressive. Numerous other countries consistently score higher than students in the United States. While comparing the test scores from the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), two major cross-national studies of students’ scholastic performance, it is true that the United States is nowhere near the top, and is instead merely mediocre. An exhaustive list of reasons could be compiled in attempting to explain this phenomenon, but at its core the problem is not that complicated. The prominent issues that cause American students to lag behind are a result of the nation’s multiple separate education systems, parenting, the curriculum or specifically how it is taught.

Based on the first school of thought, scholars argue that racial inequality plays a significant role in the SAT. Many scholars expand on the idea that SAT testing limits racial diversity and builds a racial gap. (Brookings) Among many studies, Saul Geiser found that the most influential factor in account to testing variation is based on race. According to his findings, he has determined that “race has now become more influential than either family income or parental education as a determinant of test performance”. (Geiser, 2015) Other scholars state that although the SAT scores can predict student success in higher education institutions, the SAT score also reflects racial inequalities. (Shaw, 2015). Initially, the need for standardized testing

The test is expensive to take, especially when you include, fees for sending scores, retrieving scores, registration fees, and the fact that many students take the test at least twice. With the ridiculous fees you have to pay just to take this test, most people and the college board push for test prep.Which is not free. A few years ago, Daniel Riseman, a college test prep tutor in Westchester County, New York, reported that, “one year he took in $220,000, he says, ‘Sometimes I work seven days a week and it just never stops, but it’s good money,’” (Briody). For many people across America it could be very difficult to put food on the table and provide things like home internet for school work. So it is easy to see how a child coming from a struggling income is not as equally prepared for or even introduced to the SAT before taking it. The SAT is set up in a specialized way, so it is important that students are exposed to and taught some basic test taking strategies, something that many schools do not include, because of the rigid standards they already have in place to teach their core subjects. On average, there is a 400 point gap on overall SAT scores between children who come from a family who make less than $20,000 a year and those that make $200,000 or over a year (Goldfarb). Unfortunately, in America it is very difficult to guarantee

On average, students who come from families who make up to twenty thousand per year get around a thirteen hundred on the SAT (Jaschik). While students whose families make eighty to one hundred thousand make about a fifteen hundred on the test. Lastly those who come from an income of over two hundred thousand dollars make around 1700 on the test (Jaschik). This obviously shows those with a lower income tend to make a lower score on the SAT than the students with money. This bias on allowing those with money who can afford classes and all the SAT help needed, is unfair to those who don’t have the resources to study like this. From this information, one may go on and find out more on families with low income. The percentages of families with a low income are: thirty percent Hispanic, twenty two percent African American, and six percent are other people of color (Simms). This just helps show the reader that those of lower income tend to be people of color. Going back to the SAT with this information fresh, Blacks make an average of 1278 on the SAT, Hispanics make an average of 1345, and Whites make an average of 1576 (Jaschik). Based on the information on income and the statistics of what races tend to make on this test, one can determine that those with lower income tend to not do as well on the test as those of

Yes, there are those who are indeed poor and score very well on their standardized tests. An argument that could easily arrive is that there are individuals that are of lower income who do end up scoring very well on their standardized test. To that argument, there is an acknowledgement of human agency, which allows humans to choose, and to behave intentionally. By adding human agency, student’s behavior cannot be determined, but rather probabilistic. Humans have intentions that natural science cannot define or explain on its own. There are individuals who are of lower income that score very well on their SAT, there are also individuals who are of higher income that score very poorly on their SAT. However as a society, the majority of students who come from a lower income family, generally score lower than the majority of students who come from a higher income

African Americans and Latinos have the lowest average SAT scores compared to other races. This may be due to the fact that the income gap between races has remained. According to the New York Times article, “No racial or ethnic group experienced significant changes in income, but that left the gap between Asians, at the top, and blacks, at the bottom, as wide as before. The median income for Asian households was $68,600. For non-Hispanic whites, it was about $57,000, while the typical Hispanic household had an income of $39,000, and blacks were at $33,300.”

In the United States, obtaining a higher education is more important than ever. The income gap between a family of college graduates and a family of high school graduates grew 30,000 dollars in just three decades (Porter). Institutions of higher education are engines of upward mobility that is not afforded to the entire population. American society is still plagued with racial disparities; however, they are no longer the main divider separating Americans. Today, the most imminent danger to the American dream is socioeconomic status (SES). The Organisation for Economic Co-operation and Development (OECD), an intergovernmental economic organization, found that when it comes to academic achievement, SES has more influence in the United States

What is the relationship between the SAT scores and family income of candidates around the world?