Last week, The College Board announced plans to develop at-home AP Exams while the May SAT will be postponed until until further notice. In contrast, President Trump announced on March 20th that the U.S. Department of Education will not require state standardized testing in public schools for students in elementary through high school. Now that the federal government has relaxed state testing for the 2019-2020 school year, it is time to rethink the standardized test structure for college admissions-focused tests, such as AP Exams, the SAT, and the ACT. Eliminating or postponing these tests must be done through a lens of equity and resource allocation.
While innovation in instruction and learning is happening daily, the transition to virtual learning also has the potential to exacerbate two existing inequities and opportunity gaps that surround standardized testing, particularly those resulting from the SAT, ACT, and AP exams. The first inequity is lack of access to internet based learning platforms. Unfortunately, the transition to online learning has already proven the glaring reality of the digital divide and illuminated barriers to educational opportunity in terms of access to broadband for students who are not equipped with Wi-fi at home. Libraries and community centers that would have been a resource for students to access Wi-fi for test preparation, are now closed. If AP Exams and SAT testing are moved online, not all students will have consistent internet access to the virtual lessons that can help prepare them for the tests, let alone access to the tests themselves in a web-based format.
The second existing inequity, made more evident in the transition to online learning, is the issue of access to effective test-prep. Standardized tests such as the SAT and AP exams are gatekeeping tests that have long made clear the presence of opportunity gaps and unequal resources, including access to extensive test preparation programs, tutors, and quality academic coursework. SAT performance is more of an indicator of a student’s socio-economic status and zip code than an indicator of future college success. When The College Board announced that they would consider a move to online operations at the end of the spring term, backlash from students and teachers was swift. Criticism focused on potential inequities that standardized testing from home would perpetuate, including concerns about unequal access to quality digital learning to prepare for testing.