1600

1600 -- How that number could put fear in the heart of any aspiring college-bound student when I was in high school.  For that reason and one or two others, I was interested in the news about the latest “facelift” for the much-maligned (and deservedly so) SAT exam.

When I was a sophomore in high school, my PSAT results clearly indicated that a combined 1600 on the SAT – two perfect 800 test scores for the Verbal (what they used to call the English and Writing exam) and Math (they still call it math…some things never change!) exams – was not in the cards for me.

If you’re a figure skater or gymnast, getting a perfect score seems like an arbitrary matter of circumstance, skill and the judging panel's personal taste;  the inclusion of the essay portion of the SAT a few years back smacked a bit of that, too. 
[By the way, later in life, I met a few “perfect scorers” in my travels and was always surprised to hear they had hit the double-800 jackpot; frankly, they didn’t seem so "rocket science smart" to me.]

While I’m not that familiar with the ACT, it’s about time that the SAT's required essay and ridiculously esoteric vocabulary exam are going the way of the dinosaur. 

Thinking back to my youth, and considering the college application process through the lens of parenthood now, the larger question remains:   Are standardized tests the right metric for evaluating college readiness? 

I know, I know, I know:  Any guidance counselor or admissions director will tell you that it’s just “one” factor considered for admission to college.  But SATs and ACTs still seem to carry more weight in the admissions process than they should, which is problematic not only for economically disadvantaged kids trying to get into college but also for the growing population of kids with ADHD and other learning disorders for whom standardized (and regular, for that matter) test-taking is a real challenge.  Despite the fact that a growing number of colleges don’t require either test for consideration, they still remain a pillar of the process at most of our country’s best institutions of higher learning.

I believe in the pursuit of excellence and the measurement of accomplishment.  However, I wish our highly competitive and meritocratic culture could more readily recognize and reward the value of seeking to achieve one’s personal best, whatever that may be.  I wish creativity and enthusiasm -- in classwork, after school or voluntary activities -- carried more influence than they presently do for college consideration.  And I wish that parents, teachers and institutions alike were more creative and innovative about the whole notion of what comprises an education today, marrying students' classwork more closely to the things they're passionate about -- and yes, you can still learn math and grammar and writing and critical thinking with that kind of approach.  (Ok, you may not be able to name all 50 states off the top of your head, but then again, few can).

And finally, instead of complaining about not getting an A on a science exam, for example, I’d love my daughter to say to me, “Mom, I did my absolute best today on my science test.  I got a B!” – and be truly thrilled about it. 

In my humble opinion, that’s a truer measure of a student’s accomplishment at school – and in life, for that matter.