Reply to $24 billion NYC public schools only accepted 7 black students (of 895) to top magnet high schoool

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]The only way to correct this is to take a more holistic approach to admissions instead of relying so much on a test. And, yes, this may result in the rejection of some qualified Asian students, but there are plenty of other top NYC high schools for them to excel at. And, at the end of the day, this is just high school, not college. It is not going to be the end all be all of anyone’s life. I am of the camp that it is better for college admissions to stand out and be the special person at a lesser school than to be in the middle of the pack at a school like Stuyvesant.[/quote]

I'm reposting a comment from several pages earlier:

"Looking at admissions, saying “hmmm there are too many Asians” and then changing the system so that we get fewer Asians is the definition of institutional racism. Can’t wait until affirmative action is struck down and we can stop this diversity BS."

Do you not see that?[/quote]

No. Change the system because kids that can handle the work are not getting in. Grow the program, let more kids in, even more Asians.

Have a minimum requirement and take all students that meet that requirement.[/quote]

This most recent opinion I can agree with the spirit, but it's easier said than done. It's a thin line between giving all kids more opportunity, and simply watering down the best programs. I hope that's not what NYC does.[/quote]

Why would it be "watered down" if every QUALIFIED student is admitted. [/quote]

Currently, every qualified student IS admitted.[/quote]

No. not every qualified student is  admitted.... some chose not to go... some are qualified but there was no space. [/quote]

You're struggling with a couple of basic concepts.  Every qualified student IS admitted.  If they were admitted and chose not to go, great...they were still qualified and were admitted.  If they were qualified and chose not to apply then of course they weren't admitted.  Space constraint is what defines the threshold for admission.  If there was more space, then the admission standard would be lowered to accept additional students.  But again, given the current space and attendant admission standard, every qualified student is admitted. [/quote]

I get that your logical reasoning skill are compromised ... test prep does that to kids.

The admission standard should be to let in kids that can handle the work. That would not lower the "standard"... actually you might find more intelligent and engaged students are in that cohort because they have more real world skills or higher EQs or more logical reasoning skills... instead of just book skills. It might actually raise the standard.  A test does not set a standard for ability to thrive in that environment. [/quote]

I raised something similar a few pages back.  IMO, an important question hasn't really been addressed:  What are we really measuring here?  [b]Are there meaningful, well-established differences in outcomes--for example, in high school GPA, college admissions, etc.--between someone who scores in the top 10% and someone who scores in the top 1%?  
[/b]
If not, I suggested we put the top 10-15% scorers in a pool and pick from this group.  Either make it a lottery, or add some other component such as interview, essay, etc. to ensure a well-rounded class.  Weight these factors accordingly.

It's great to be a tippy top scorer, but there are other important skills for success in various arenas too.  By tapping into some of these, the class could also be diversified in the process.[/quote]

P.S.  I have a Ph.D. in a research field and work in health outcomes.  One thing we emphasize is whether certain metrics are associated with [u]clinically meaningful outcomes[/u] to patients, providers, etc.  Which is why I'm applying that lens here--what does a 1% top score really mean relative to a 10% top score?

If we know there is unequal access/awareness of test preparation and other academic resources among students and their families, and that test scores are not an absolute measure of one's future success, then perhaps it's time to consider some other indices of future success.  [/quote]

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