News

How did they do that?

by Karin Chenoweth , July 15, 2007

Forthcoming Mellon Foundation study documents activities that lead to African American success on standardized tests

Only about 5,000 of the roughly 224,000 students who score 1200 or better on the SAT are African American. And until now, very little has been known about them and their educational experiences.

A forthcoming study by the Mellon Foundation, in conjunction with the Urban Institute, begins the process of finding out more about African American students who score well on these tests. The study will be an eye-opener for those who believe high-scoring Black students are identical, experientially, to their White peers.

It finds, for example, that high-scoring African American students have fewer advantages than their White counterparts. They are also more likely to come from families with lower incomes and with fewer college degrees than Whites with similar scores. And although the biggest concentration of Blacks with high scores attend school in the close-in suburbs of large cities, in general high-scoring Black students are much more likely than their White peers to attend school in central cities --where educational opportunities are often more limited than in the suburbs.

The study "makes a point that has really been lost," says Dr. Linda Darling-Hammond, professor at Stanford University's School of Education.

"Black kids who score well do so against greater odds than what White students have to face," she says. "There's been this idea in the press that Black kids have equal opportunities, don't measure up, and still want extra opportunities in the form of affirmative action. But Black kids are achieving against the odds."

This means, according to the study, that "those charged with selecting entering classes for prestigious colleges and universities need to look beyond the numbers -- students' SAT scores -to understand the challenges that they may have faced in becoming top performers."

The study's author, Stephanie Bell-Rose of the Mellon Foundation, says she is hopeful that selective colleges will take these findings seriously.

1 | 2 | 3 | 4 | 5
Comments posted here may be reprinted in Diverse: Issues In Higher Education magazine, and may be edited for purposes of clarity and/or space.




FEATURED jobs
Full Time, Tenure Track Faculty
North Seattle Community College

North Seattle Community College (NSCC) is seeking dynamic and collaborative individuals for Faculty positions in Business, Physics, and Visual Arts. These tenure-track positions will be generalists able to prepare and teach courses in their related field.


Enterprise Application Services Business Analyst
Ithaca College

The department of Enterprise Application Services within Ithaca College's Office of Information Technology Services (ITS) invites applications for a Business Analyst position to collaborate with departments across campus to identify, define and document business requirements as part of Enterprise Application Services (EAS)...


Business and Economics Librarian
Cornell University

Requires: Familiarity with software and tools for information management. Excellent communication, presentation, and interpersonal skills. Must enjoy providing services to a diverse audience. Demonstrated initiative and flexibility, and ability to work independently and collaboratively.


Chief Information Officer
State University of New York

The State University of New York (SUNY), the nation s largest and most comprehensive system of public higher education, seeks a Chief Information Officer (CIO). This position is located in Albany, New York at the System Administration of the State University of New York.


Copyright 2012 © Diverse: Issues In Higher Education, a CMA publication.
Cox, Matthews, and Associates, Inc., 10520 Warwick Ave, Suite B-8, Fairfax, VA 22030