“An Essay on the SAT”

by Marisa Rael

The Scholastic Achievement Test, better known as the SAT, is a test that was created to crush a young adult’s soul. If one is not familiar with the SAT, it involves the student reporting to the testing school by 7:30 in the morning. It then consists of a strict testing schedule which includes a 25 minute essay followed by several 50 minute sessions with scarce five minute breaks in between. The score of the test is then sent to the colleges of the students test as a measurement of how well the student can do, but can a number on a test really tell an admissions officer how well the student can perform?

The SAT, originally created to gauge a student’s logical and critical thinking, have morphed into a deciding factor (of sorts) for colleges. Initially the SAT was used to standardize the college entrance exams, a rational decision, but the results have slowly become a number to colleges. A number which either means yes, or no. A student, who is taught to take their time and always attempt every question from primary school, must throw caution to the wind the morning of the SAT. You are given 25 minutes for each and every section (including writing a five paragraph, fully formulated essay) and every question answered incorrectly is a negative fourth of a point. The testing structure itself is a Blitzkrieg of information and answers that frazzles the student as time ticks away, and they realize they have around, or less than, a minute per question. Of course a student who studies religiously with tutors and official books goes in with a peace of mind, and ultimately has an advantage over a student who isn’t as privileged. The results of an SAT do not reflect anything other than a number. Even so, most colleges use this as a primary deciding factor for yearly admissions.

While the SAT is hailed by many, the beginnings of anti-SAT groups are forming. The SAT was created with the intention of measuring a student’s aptitude, rather than collectively test the skills they have gained throughout their school career. In 2013, many cannot even confirm what the SAT is about, and others argue that is now based on the achievement of a student. But what better way to assess this than their achievements over the course of their high school career rather than one huge test? While it must be easy for colleges to review students on how they all did on the same test, it is like performing a poorly constructed science experiment. There are too many variables for the entire nation to weigh it’s student’s futures on one test alone.

While I believe that the SAT should be abolished completely, I understand the need for one standardized test. The SAT should be completely reconstructed in order to create a better test for all young adults. First off a test that is supposed to measure the best a student can do should be created so a student can actually do its best. Giving a student 25 minutes to write an exceptional essay will result in chaos for the majority of students. In addition to the essay, the rest of the test is given in short spurts with five minute breaks between every fifty minute session. For most students, this feels like a Blitzkrieg tactic on behalf of the College Board, and as it did in WW2, leaves the student without a line of defense with each coming session. The test should be given in longer sessions with more breaks to ensure the best outcome for students.

To conclude the SAT is not, and should not be, an accurate tool of measuring a student for several reasons. The classic reason: a more privileged student has a better chance of succeeding due to better preparation, the testing strategy leaves a student with a small case of PTSD, and because overall there are too many variables to test everyone in the nation on one test. The sooner the SAT comes to an end, the better the future will be.