low-SES and/or minority schools, and teachers there feel the pressure to aid their students to earn higher scores, students in those schools are likely to be the ones most intensively exposed to standardized test preparation in the classroom (Herman &Golan, 1993). They are thus also most likely to

reap any deleterious long-term effects

recognized for his or her own abilities, interests, ideas, needs, and cultural identity

large number of pupils with high ratings without giving any breadth of outlook or grasp of underlying principles.’”

Teachers, stated that “schools are devoting more and more time teaching kids strategies for filling in blanks and choosing answers to multiple-choice questions. This destroys much of the value of these tests, which only tell you something if they are an independent measure of what the student knows.”

between relying on their narrow set of perceptual tools and sorting through a wild proliferation of incommensurable perspectives. Yet much is lost in that process. A broad concept like “student performance” is reduced to a

metric as accurate as it is narrow

provides a high-quality education, but they cannot see specifically what each school is actually giving to its students.

mission.

pensatory, provides evidence that the test is an effective predictor of degree completion.

grants,  and  the  first  in  her  family  to  go  to  college, 

would  go  on  to  earn  her  Ph.D.  from  Duke  Universi-

ty.

New York earned his Bachelor’s degree from Vander-

bilt  University  in  1997  and  earned  his  Ph.D.  at  Peen 

State in 2010.

of  bar  exam  success.    Kris  Glen  has  attacked  the 

LSAT  and  bar  exam  for  not  being  sufficiently  different from one another, but she holds back from a separate attack on grades.  Why?  Presumably because they signal  ambition,  stick-to-it-iveness,  and  attention  to detail.

multiple choice, that question is indisputably useless

.