Foundations Article #4

Ted Sheehan

February 28, 2011

EDU 6550

Article 4

            This article attempted to compare and contrast steroid use in major league baseball with SAT scores and test preparation programs in the United States. From a historical perspective the article looked at baseball pre- performance enhancing drugs to the steroid era, to now. From an Educational standpoint, the author took a look at the beginning of SAT test preparation to the current programs available to those willing to pay handsomely. The concern here is whether American education is on a level playing field. When assessing the feats of American students are colleges able to discern between students who were coached into better scores by programs or those who were able to get by simply on their own. The disparity between the two is revealing.

            Again what is being valued here is sports feats, and higher test scores. Higher test scores are attributed to extensive preparatory programs that can be as costly as $30,000 dollars per student. Are students that can afford test preparatory better students than students who can’t afford help? Are colleges aware this disparity exists everyday. GPA is also valued in this process, but a onetime test is given equal value to four years of work.

            The ins and outs of the education system are enormous. It is obvious the playing field in all types of public education is altered and unfair. If students can’t afford test prep, how can they ever compete with students that can afford test prep? Studies have shown that teaching to a test improves performance on the test. Student’s with similar GPA’s but different SAT scores exposes students who weren’t able to get better direction or help on the SAT. That’s not to say a student without help couldn’t score as well, but it does ask the question, is the system fair if only the rich are able to buy their help?

Gayles, J. (2009). Steroids and standardised tests: meritocracy and the myth of fair play in the United States. Educational Studies (03055698), 35(1), 1-8. doi:10.1080/03055690802287702