4 ms·

> When SES is controlled for, everything else (like race) just has a minor impact on scores This is sadly not at all the case. See the below famous charts abou

> When SES is controlled for, everything else (like race) just has a minor impact on scores This is sadly not at all the case. See the below famous charts about SAT results split by race and SES (proxied by either parental income or parental education). The lowest SES segments of the white/Asian population score as well as the highest SES segments of the black population. This then makes it obvious that colleges need to choose between either (a) equality of opportunity where SAT matter and that gets you more Asian kids and fewer black students or (b) equality of outcomes where extracurriculars and 'personality' matter and get rigged until racial balance is the same as in the general population, disregarding the maximisation of talent or ability. https://en.wikipedia.org/wiki/SAT#/media/File:1995-SAT-Education2.png https://en.wikipedia.org/wiki/SAT#/media/File:1995-SAT-Educa... https://en.wikipedia.org/wiki/SAT#/media/File:1995-SAT-Income2.png https://en.wikipedia.org/wiki/SAT#/media/File:1995-SAT-Incom...

csa 5y ago
Thank you for the charts. That said, I think two charts that try to summarize the data should probably combine the two if they actually want to measure SES rather than just SS or ES. I like this study and summary: https://www.researchgate.net/publication/280232788_Race_Poverty_and_SAT_Scores_Modeling_the_Influences_of_Family_Income_on_Black_and_White_High_School_Students'_SAT_Performance https://www.researchgate.net/publication/280232788_Race_Pove... Note that there definitely still is a statistically significant difference based on race, but I am fairly certain it’s not as large as the charts you linked to seem to suggest. Specifically, I think it has to do with generational efficiencies in optimally using the opportunities that higher education presents. Simple examples: knowing the hows and whys of relationship cultivation in college, knowing how to avoid or navigate potential educational pitfalls, knowing how to optimally use university resources, etc.
- csa 5y ago
  Choice quote which does a good job of summarizing what I have seen: “In addition, the differential direct and indirect effects of income on high school achievement and, in turn, high school achieve-ment on SAT scores may also be explained in terms of residential racial and economic segregation which are, through property values and taxpolicies, related to the quality of schooling. Moreover, the poverty effects reported here suggest the lack of social and educational resources in the larger community that are needed to supplement and complement the learning taking place in schools.”

csa 5y ago

Thank you for the charts. That said, I think two charts that try to summarize the data should probably combine the two if they actually want to measure SES rather than just SS or ES. I like this study and summary: https://www.researchgate.net/publication/280232788_Race_Poverty_and_SAT_Scores_Modeling_the_Influences_of_Family_Income_on_Black_and_White_High_School_Students'_SAT_Performance https://www.researchgate.net/publication/280232788_Race_Pove... Note that there definitely still is a statistically significant difference based on race, but I am fairly certain it’s not as large as the charts you linked to seem to suggest. Specifically, I think it has to do with generational efficiencies in optimally using the opportunities that higher education presents. Simple examples: knowing the hows and whys of relationship cultivation in college, knowing how to avoid or navigate potential educational pitfalls, knowing how to optimally use university resources, etc.

csa 5y ago
Choice quote which does a good job of summarizing what I have seen: “In addition, the differential direct and indirect effects of income on high school achievement and, in turn, high school achieve-ment on SAT scores may also be explained in terms of residential racial and economic segregation which are, through property values and taxpolicies, related to the quality of schooling. Moreover, the poverty effects reported here suggest the lack of social and educational resources in the larger community that are needed to supplement and complement the learning taking place in schools.”