Writes Peter Sacks, in "The SAT inches its way to oblivion"

In the current system, dominated by privilege, elitism and money, a marginally bright rich kid can get into a top college because of a well-prepped SAT performance, while the creative genius from an impoverished family is lucky to attend a community college - or to go to college at all.

He then goes on to write:

At the University of California system, for instance, "comprehensive review" of all admissions files, including some 14 academic criteria, is now the norm. The system permits admissions offices to consider a student's academic performance in light of the social and economic circumstances he or she grew up with.

Sacks' article is an excellent one about a well-known issue surrounding the SAT, as well as the social dilemma that college admission directors face. 

Neil McAllister at InfoWorld asks, "Should computer programming be mandatory for U.S. Students?"

In a word Neil, "Yes." Rather than throwing around catchphrases like "no child left behind," imagine what we could do if we had a mandate with with a tangible requirement of not only physical inventory (i.e. hardware and software), but teaching resources.  Mind you, this would not be something that could just be ordered, but would also have to be funded -- and at a national level.

What I like most about the idea, is that it would give every child an opportunity for a level playing field.  As a high schooler, many years ago, we were required to pass a programming exam.  This was in the 1980s.  This was at an elite high school, with lots of money.  This was inherently unfair to those who did not have the same opportunity.

Granted, I did not go into programming.  I did not go into IT.  Still, the doors were open.  I think every child should have the same opportunity, and I think that it is a public good, one that benefits not just the individual, but our nation.

Excellent article, and great food for thought.

Earlier this month, the California Department of Education released data on the 2008 California High School Exit Exam (CAHSEE).  In June, the Public Policy Institute of California released an analysis of the first cohort to have taken the exam in 2006.

Students are required to take the CAHSEE for the first time in the tenth grade. Students who do not pass the test as tenth graders are given two more opportunities as juniors, and if they are not successful then, five more opportunities as seniors. Students who do not pass both portions of the Exit Exam by the end of their traditional senior year can continue to take the exam until they are successful in meeting both the ELA and the math requirement.

Highlights from both news releases include:

• The estimated percentage of students in the Class of 2008 who met the CAHSEE requirement as of the May 2008 administration is 90.2 percent. (Source: CDE)
• Children who are at risk of failing the California High School Exit Exam can be accurately identified as early as the fourth grade, according to a study released today by the Public Policy Institute of California. (PPIC) 
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Got an email asking, "Did you know they're teaching toward the test?"

Yes.  "Teaching toward the test" is part of a much larger and more complex picture -- some of it occurring at a national level.

This weekend, the New York Times Magazine published an article entitled, "24/7 School Reform." This piece by Paul Tough is a three-pager that summarizes many of the complex issues surrounding education reform, including the "No Child Left Behind Act," which exacerbates the "teaching toward the test" issue and further complicates matters -- particularly for schools already at a disadvantage.  An excerpt