[Applause]
this Saturday afternoon beautiful
Southern California public it’s a big
coin or something maybe that wouldn’t
draw people and I’m actually talking
about the SAT the a CT something that is
relevant to many of the people in this
room and I’m going to make I suppose
unlike the argument that these tests in
many ways to reveal some cultural
contradictions that go back to the 18th
century that reveals something about the
period of time that we call the
Enlightenment and some debates that are
still raging in the culture in which we
all live my own in my life I took the
SATs senior year of December I lived in
Fort Wayne Indiana so I I put on the
happy gloves I drove to the center with
my best friend
II took the tests that came back that in
that time the place in the late eighties
in many ways it worked and it should
anyone could see any college that I was
horrible at math but I do
when math scores were crappy and they
could probably guess that I didn’t even
do my math homework and I didn’t in fact
I was a problematic
student I wouldn’t turn in assignments
if I didn’t like the teacher and yet one
week I went to the public library
checked out a copy of the money attitude
copy of the Wife of Bath because I
suspected they were things missing an
arm version and the things that were
missing or all the dirty parts and so I
got in a lot of trouble I got kicked out
of class but the tests also revealed
that I was a reader an obsessive reader
it was something that I hid from my
friends if you’re on the soccer team in
Fort Wayne Indiana in 1987 you don’t
want everyone to know that you have a
crush on Jane Austen you keep it a
secret or you get beat up but I I was
able to show colleges that I was a
reader and a liberal arts college gave
me a chance despite my up-and-down
record and I ended up graduating Phi
Beta Kappa and I earned fellowships
later when I graduated to UCLA I never
graduate degrees I ended up teaching
English literature for seven years I
used to like doing something that was
rewarding for me ESET was sort of
life-changing but it’s not that way for
everyone and they’re deathly critics of
the SAT and a CTE and lately with the
new changes that will affect you guys I
find that I’m one of those critics so I
want to talk a little bit about the
cultural predict the contradictions and
the problems with some of the new SAT
one of the problems looks like this you
can argue and many people have that the
SAT has cultural bias built into it so
here’s an example of an analogy these
used to be on the SAT from 1970 anyone
want to guess the right answer is it is
C but in Fort Wayne Indiana for some
reason in gym we didn’t have growing
I’ve come to learn that at Phillips
Exeter Academy you do engage in rowing
and so you would know Horseman duh
competes in a regatta but if you live in
Fort Wayne Indiana or you grew up on the
south side of Chicago it’s possible you
might have evidence but to be fair this
question was removed from the SAT almost
immediately and yes
see over the last couple decades has
been constructed so that it’s pretty
sensitive to cultural differences in
fact marginal groups tend to make that
false 20% of the passages I would argue
that if you read the SAT you’re going to
see a more diverse vision of the United
States that if you watch a congressional
hearing on CNN there’s a voice from the
late 60s to sociologists who made this
argument regarding the cultural bias and
I find it persuasive those who look
askance at testing should not rest their
case on the simple notion of tests are
unfair to the poor life is unfair to the
poor test merely measure the results you
can make another critique of the SBT is
that it’s coachable for many years
College Board argued simply that it
wasn’t coachable the argument was no the
SCT measures something in these in you
it’s not approachable the argument that
the s8 is coachable as a criticism has
always puzzled me because I’m pretty
certain that education itself is
coachable if English and math are
coachable
then why am i teaching it in high school
why do we have English teachers and math
teachers if we want the test that
measures the English and math skills
that were born with we imagine the world
it’s a little bit like a movie like a
Tibet or a book like brave new world
where we’re all fixed and we have
certain earth traits
something’s wrong in your English class
if you read brave new world as a hopeful
vision of the future
it’s a dystopia it’s not the world that
most of us want to live in but I would
argue that how we see the world how we
imagine the world is in fact something
that’s at issue is something that’s at
stake in the debates that are going to
be reinvigorated with the new SAT in
middle age debates about the SAT MEAC t
come down to a very long-standing debate
since the 18th century about whether the
world that we live in is one that is
given for one that is made whether we
live in a world that has fixed realities
but there’s no getting around or whether
we could make and create the world that
is more fair and more equitable here’s a
vision from the medieval period up into
the early 18th century of the way the
world is structured who see it as given
or fixed we call this of course the
great chain of
God is at the top these noodles are
above him and then nobles are above
peasants the world is needy structured
and ordered even nonliving things have
their own hierarchies of the great chain
of being you need to know your place if
you’re slowly rock like shale
you can’t aspire to be like granite a
person who expresses this nicely is the
early 18th century poet Alexander Pope
at a famous and very long poem I’m
giving you only one line called that
sound man he ends the first epistle by
saying one tree is clear whatever is is
right in other words don’t get any ideas
don’t try to change things know your
place of course by the end of the 18th
century there were a lot of people who
saw a different world one of them is
Mary Wollstonecraft mother of Mary
Shelley which you have the vindication
of the Rights of Woman she essentially
argued that it’s risen seem to be
inferior it is because they’ve been
raised that way they have been made that
way and we could make them differently
she argued largely about how women would
be that
making the case that things could be
different things could be better this is
essentially the central insight of the
enlightenment that we can make the world
make it make it differently make it
better this idea inspired the American
Revolution that inspired the French
Revolution it is why we have public high
schools it is why the United States
exists what does this have to do with
the SAT the SAT was originally
envisioned and created as an aptitude
test it was envisioned as a test that
would find things that were fixed and he
made in human beings to be fair it was a
wildly democratic optimistic project in
the 1920s and 30s the argument that
conservatives made was if there are
talented people on a farm or in public
housing compares but presidents of Ivy
League schools have a deep suspicion
that if we Institute testing that
measures aptitude something’s fixed
we’ll find hidden talent and they assume
that this
would reflect another kind of order that
in the 1930s was a pretty common idea
I’m embarrassed to tell you among
educated people an idea that we call
eugenics in fact most of the Ivy League
precedent to believe there was a great
chain of being a hierarchy that looked
like this
there were Nordic peoples they
considered themselves to be in that
group and alpine cultures and
ethnicities and Mediterranean people
noticed that all of these groups are
effectively what we call white and the
SAT would of course naturally reflect
this kind of hierarchy today of course
we Paul we I mean it’s an ugly word but
today we just call eugenics racism it’s
not as exciting an idea and college
presidents were frustrated and puzzled
because this acute a very different
world than the one they imagined existed
what it revealed by the 1950s was that
Eastern European immigrants had better
scores than almost any other group they
were Jewish they were immigrants there
wasn’t a spot in this hierarchy for them
the test was understood to probably be
coachable it was something that if you
worked hard you could do well which is
really what the ACG is about in 1959 in
the University of Iowa and they
introduced a test called the ACP and it
was meant to be an achievement test it
was meant to be a test of what you
learned this is a very different kind of
test and it’s a very different vision of
the world I would want you to consider
an aptitude test assumes the things of
Bates that things are given and it will
discover those fakes hierarchies and
achievement tests assume something like
growth and that we can make something of
ourselves and of our own our cultural
moment today is heavily invested in
achievement and that’s probably a good
thing I’m an achievement person I
wouldn’t have spent so many years in the
classroom if I didn’t think that you
could get better that you could grow by
working this guy is definitely an
achievement kid has anybody seen this it
was huge last week
this is called ice boy he apparently
walks two miles each way into school
last week he walked in the freezing
weather so we live with his hair frozen
I would argue that this shows some of
the problems with achievement mountain
sometimes we can work so hard it’s not
good for us but as it was told in
Chinese media you showed up at the
classroom another way of thinking about
achievement is through the work of dr.
Carol Dweck who talks about mindset a
fixed versus a growth mindset Carol
Dweck aren’t using this or is it
something that you are that could be
fixed and discovered smart is something
that you become and it’s something that
all of us could become with a little
work with a little effort there are a
few problems to be sure with the
achievement mindset and here’s one of
them I don’t know if you can see all of
this this is the freshmen initiative
profile for Berkeley sometimes even I
wonder why don’t you get rid of tests
and have a pure achievement model just
grades in backs achievement one of the
problems is there were 43140 two
students who apply to Berkeley above for
whatever there’s no need for everyone
who work hard and achieved and to get
above a 4.0 I’m pretty sure you have to
take a heavy con
of AP classes what if your school
doesn’t happen in AP classes about
momentum I think well that’s crazy
no that’s actually common that’s the
norm across California the norm is 981
students to a counselor achievement has
to acknowledge our accomplishments are
going to be tied to the resources and
environment in which we live
besides if we just said okay Berkeley
Harvard’s Yale the only except
valvetrain there are 36,000 high schools
and nine states they’re $36,000 for
hands and it’s a founded Torian better
in any way been the number four or
number fourteen or twenty four person
they maybe they just scratch their way
to that spot there are other issues with
achievement one of them is the
University of Iowa in 1959 creating the
ECT was creating it for the University
of Iowa they wanted to know simply are
you compared do you have the basic
skills in other words an achievement
test should really need more of a
pass/fail endeavor it’s like the test
you take you get your license at the DMV
you ever have the skills or you don’t
you know as far as I know no one is the
valedictorian of the DMV you don’t get
pulled over for speeding in the caucus
like what the the achievement has a
number a number of problems but it’s in
many ways of course better than an
aptitude model but the real problem is
selected colleges like earthly and like
Yale and Harvard they they need to know
more than just are you prepared for
college to make their admissions system
work they need to know how do you
compare with other people and so they
need something they need something like
this
they want a normal distribution curve
they might develop earth that will tell
them how you prepare with everyone else
but achievement test is it that you do
that it’s not supposed to do that then
achievement test should tell us who
tried to achieve and that could be
everyone but if colleges need a bell
curve and they need the ACP NSA to need
to deliver them there’s got to be some
way of manipulating a test conceived as
an achievement test and turning it into
something else that produces this bell
curve what you do is what they do in
carnivals when you need to make sure
that most people don’t win the game you
have something tricky
something difficult it’s not easily
discerned and on the new SAT and for a
long time on the HDTV what they
introduced is time they have time to
tests they ECT is not inherently a
difficult test but you’re generally not
given enough time to complete it because
what we call processing speed how we’re
wired
neurologically is something that will
plan out on a on a bell curve
some kids are fast in another century we
even use this as a synonym for smart
beset people were quick but this is
something that is wired in this is
something you are born with so what
we’re seeing is very quietly even I
would say secretly we now have two tests
that look like their achievement tests
but they are not they are aptitude tests
measuring something that is innate
something that you were born with and I
will argue something irrelevant to
learning and knowledge I want to know if
you understood what you read I’d prefer
to do a student mind you silly
read something two or three burned I
don’t care how fast you read it I’ve had
parents about clients tell me can’t you
teach my kids to speed read aren’t their
speed reading techniques the answer is
no there aren’t what people assume is
speed reading there’s another more
proper name for it it’s called skimming
do we want to educate kids reward them
for skimming if you higher on the where
is it very useful but he says look I
graduated from Harvard I have a seat
Bardeen documents really back I can give
you the gist of this someone is very
angry at you that’s not super useful as
a skill full disclosure
when you start companies that deal with
education and help you apply to college
it’s good for business when there are
changes to the SAT in the ACP it makes
people worried it makes them anxious but
I’m worried and I think you should be
worried because not only are you at a
disadvantage if you’re not fast if
you’re not a fast processing speed kid
colleges don’t seem to understand that
these shifts and changes to the SAT and
that are inherent in the AC T are really
going on I go to conferences all the
time two years ago I attended a
conference I was
room bigger than this one 500 college
admissions officers attending and when
it was my chance to go to the microphone
I ask them
has anyone here taken the new SAT have
any of you even death not a single hand
among that group of professionals was
raised in many ways you know these are
just tests they’re unpleasant things
that have to be gotten through a phase
of your life but in another way or means
way I want to argue the debates that we
have as a culture about how we select
kids for college
and about these tests they really do go
back to an older let’s go forward to an
older argument about whether we live in
a world that is given or a world that is
maybe one that we made if we really do
believe that there are fixed categories
and people should know their place then
okay we should have a test that seeks
out the 1% of geniuses that may be out
there we should have to test I guess the
measures how fast you you read but if we
believe that the world as a founding
fathers did the world is one that we
made one that we create one that we
could make more fair that we could make
ourselves better then I think we want to
stick to this model of achievement it’s
a better way of looking at students and
thinking about but we also need to be
honest about the fact that if we believe
in that model we need to fund public
schools or generously we need to find
them more fairly
because not everyone has the same chance
to achieve and succeed and the test will
merely tell us something we should
already suspect that the world we’re
building isn’t as fair as the one I’m
not convinced that we probably should be
as an earlier generation seventy years
ago was convinced building a test that
measures the 1% and finds me geniuses
one more kind of thing we want to build
the system that nurtures and encourages
the genius that may be present in in all
of us in all of you thank you very much
[Applause]
this Saturday afternoon beautiful
Southern California public it’s a big
coin or something maybe that wouldn’t
draw people and I’m actually talking
about the SAT the a CT something that is
relevant to many of the people in this
room and I’m going to make I suppose
unlike the argument that these tests in
many ways to reveal some cultural
contradictions that go back to the 18th
century that reveals something about the
period of time that we call the
Enlightenment and some debates that are
still raging in the culture in which we
all live my own in my life I took the
SATs senior year of December I lived in
Fort Wayne Indiana so I I put on the
happy gloves I drove to the center with
my best friend
II took the tests that came back that in
that time the place in the late eighties
in many ways it worked and it should
anyone could see any college that I was
horrible at math but I do
when math scores were crappy and they
could probably guess that I didn’t even
do my math homework and I didn’t in fact
I was a problematic
student I wouldn’t turn in assignments
if I didn’t like the teacher and yet one
week I went to the public library
checked out a copy of the money attitude
copy of the Wife of Bath because I
suspected they were things missing an
arm version and the things that were
missing or all the dirty parts and so I
got in a lot of trouble I got kicked out
of class but the tests also revealed
that I was a reader an obsessive reader
it was something that I hid from my
friends if you’re on the soccer team in
Fort Wayne Indiana in 1987 you don’t
want everyone to know that you have a
crush on Jane Austen you keep it a
secret or you get beat up but I I was
able to show colleges that I was a
reader and a liberal arts college gave
me a chance despite my up-and-down
record and I ended up graduating Phi
Beta Kappa and I earned fellowships
later when I graduated to UCLA I never
graduate degrees I ended up teaching
English literature for seven years I
used to like doing something that was
rewarding for me ESET was sort of
life-changing but it’s not that way for
everyone and they’re deathly critics of
the SAT and a CTE and lately with the
new changes that will affect you guys I
find that I’m one of those critics so I
want to talk a little bit about the
cultural predict the contradictions and
the problems with some of the new SAT
one of the problems looks like this you
can argue and many people have that the
SAT has cultural bias built into it so
here’s an example of an analogy these
used to be on the SAT from 1970 anyone
want to guess the right answer is it is
C but in Fort Wayne Indiana for some
reason in gym we didn’t have growing
I’ve come to learn that at Phillips
Exeter Academy you do engage in rowing
and so you would know Horseman duh
competes in a regatta but if you live in
Fort Wayne Indiana or you grew up on the
south side of Chicago it’s possible you
might have evidence but to be fair this
question was removed from the SAT almost
immediately and yes
see over the last couple decades has
been constructed so that it’s pretty
sensitive to cultural differences in
fact marginal groups tend to make that
false 20% of the passages I would argue
that if you read the SAT you’re going to
see a more diverse vision of the United
States that if you watch a congressional
hearing on CNN there’s a voice from the
late 60s to sociologists who made this
argument regarding the cultural bias and
I find it persuasive those who look
askance at testing should not rest their
case on the simple notion of tests are
unfair to the poor life is unfair to the
poor test merely measure the results you
can make another critique of the SBT is
that it’s coachable for many years
College Board argued simply that it
wasn’t coachable the argument was no the
SCT measures something in these in you
it’s not approachable the argument that
the s8 is coachable as a criticism has
always puzzled me because I’m pretty
certain that education itself is
coachable if English and math are
coachable
then why am i teaching it in high school
why do we have English teachers and math
teachers if we want the test that
measures the English and math skills
that were born with we imagine the world
it’s a little bit like a movie like a
Tibet or a book like brave new world
where we’re all fixed and we have
certain earth traits
something’s wrong in your English class
if you read brave new world as a hopeful
vision of the future
it’s a dystopia it’s not the world that
most of us want to live in but I would
argue that how we see the world how we
imagine the world is in fact something
that’s at issue is something that’s at
stake in the debates that are going to
be reinvigorated with the new SAT in
middle age debates about the SAT MEAC t
come down to a very long-standing debate
since the 18th century about whether the
world that we live in is one that is
given for one that is made whether we
live in a world that has fixed realities
but there’s no getting around or whether
we could make and create the world that
is more fair and more equitable here’s a
vision from the medieval period up into
the early 18th century of the way the
world is structured who see it as given
or fixed we call this of course the
great chain of
God is at the top these noodles are
above him and then nobles are above
peasants the world is needy structured
and ordered even nonliving things have
their own hierarchies of the great chain
of being you need to know your place if
you’re slowly rock like shale
you can’t aspire to be like granite a
person who expresses this nicely is the
early 18th century poet Alexander Pope
at a famous and very long poem I’m
giving you only one line called that
sound man he ends the first epistle by
saying one tree is clear whatever is is
right in other words don’t get any ideas
don’t try to change things know your
place of course by the end of the 18th
century there were a lot of people who
saw a different world one of them is
Mary Wollstonecraft mother of Mary
Shelley which you have the vindication
of the Rights of Woman she essentially
argued that it’s risen seem to be
inferior it is because they’ve been
raised that way they have been made that
way and we could make them differently
she argued largely about how women would
be that
making the case that things could be
different things could be better this is
essentially the central insight of the
enlightenment that we can make the world
make it make it differently make it
better this idea inspired the American
Revolution that inspired the French
Revolution it is why we have public high
schools it is why the United States
exists what does this have to do with
the SAT the SAT was originally
envisioned and created as an aptitude
test it was envisioned as a test that
would find things that were fixed and he
made in human beings to be fair it was a
wildly democratic optimistic project in
the 1920s and 30s the argument that
conservatives made was if there are
talented people on a farm or in public
housing compares but presidents of Ivy
League schools have a deep suspicion
that if we Institute testing that
measures aptitude something’s fixed
we’ll find hidden talent and they assume
that this
would reflect another kind of order that
in the 1930s was a pretty common idea
I’m embarrassed to tell you among
educated people an idea that we call
eugenics in fact most of the Ivy League
precedent to believe there was a great
chain of being a hierarchy that looked
like this
there were Nordic peoples they
considered themselves to be in that
group and alpine cultures and
ethnicities and Mediterranean people
noticed that all of these groups are
effectively what we call white and the
SAT would of course naturally reflect
this kind of hierarchy today of course
we Paul we I mean it’s an ugly word but
today we just call eugenics racism it’s
not as exciting an idea and college
presidents were frustrated and puzzled
because this acute a very different
world than the one they imagined existed
what it revealed by the 1950s was that
Eastern European immigrants had better
scores than almost any other group they
were Jewish they were immigrants there
wasn’t a spot in this hierarchy for them
the test was understood to probably be
coachable it was something that if you
worked hard you could do well which is
really what the ACG is about in 1959 in
the University of Iowa and they
introduced a test called the ACP and it
was meant to be an achievement test it
was meant to be a test of what you
learned this is a very different kind of
test and it’s a very different vision of
the world I would want you to consider
an aptitude test assumes the things of
Bates that things are given and it will
discover those fakes hierarchies and
achievement tests assume something like
growth and that we can make something of
ourselves and of our own our cultural
moment today is heavily invested in
achievement and that’s probably a good
thing I’m an achievement person I
wouldn’t have spent so many years in the
classroom if I didn’t think that you
could get better that you could grow by
working this guy is definitely an
achievement kid has anybody seen this it
was huge last week
this is called ice boy he apparently
walks two miles each way into school
last week he walked in the freezing
weather so we live with his hair frozen
I would argue that this shows some of
the problems with achievement mountain
sometimes we can work so hard it’s not
good for us but as it was told in
Chinese media you showed up at the
classroom another way of thinking about
achievement is through the work of dr.
Carol Dweck who talks about mindset a
fixed versus a growth mindset Carol
Dweck aren’t using this or is it
something that you are that could be
fixed and discovered smart is something
that you become and it’s something that
all of us could become with a little
work with a little effort there are a
few problems to be sure with the
achievement mindset and here’s one of
them I don’t know if you can see all of
this this is the freshmen initiative
profile for Berkeley sometimes even I
wonder why don’t you get rid of tests
and have a pure achievement model just
grades in backs achievement one of the
problems is there were 43140 two
students who apply to Berkeley above for
whatever there’s no need for everyone
who work hard and achieved and to get
above a 4.0 I’m pretty sure you have to
take a heavy con
of AP classes what if your school
doesn’t happen in AP classes about
momentum I think well that’s crazy
no that’s actually common that’s the
norm across California the norm is 981
students to a counselor achievement has
to acknowledge our accomplishments are
going to be tied to the resources and
environment in which we live
besides if we just said okay Berkeley
Harvard’s Yale the only except
valvetrain there are 36,000 high schools
and nine states they’re $36,000 for
hands and it’s a founded Torian better
in any way been the number four or
number fourteen or twenty four person
they maybe they just scratch their way
to that spot there are other issues with
achievement one of them is the
University of Iowa in 1959 creating the
ECT was creating it for the University
of Iowa they wanted to know simply are
you compared do you have the basic
skills in other words an achievement
test should really need more of a
pass/fail endeavor it’s like the test
you take you get your license at the DMV
you ever have the skills or you don’t
you know as far as I know no one is the
valedictorian of the DMV you don’t get
pulled over for speeding in the caucus
like what the the achievement has a
number a number of problems but it’s in
many ways of course better than an
aptitude model but the real problem is
selected colleges like earthly and like
Yale and Harvard they they need to know
more than just are you prepared for
college to make their admissions system
work they need to know how do you
compare with other people and so they
need something they need something like
this
they want a normal distribution curve
they might develop earth that will tell
them how you prepare with everyone else
but achievement test is it that you do
that it’s not supposed to do that then
achievement test should tell us who
tried to achieve and that could be
everyone but if colleges need a bell
curve and they need the ACP NSA to need
to deliver them there’s got to be some
way of manipulating a test conceived as
an achievement test and turning it into
something else that produces this bell
curve what you do is what they do in
carnivals when you need to make sure
that most people don’t win the game you
have something tricky
something difficult it’s not easily
discerned and on the new SAT and for a
long time on the HDTV what they
introduced is time they have time to
tests they ECT is not inherently a
difficult test but you’re generally not
given enough time to complete it because
what we call processing speed how we’re
wired
neurologically is something that will
plan out on a on a bell curve
some kids are fast in another century we
even use this as a synonym for smart
beset people were quick but this is
something that is wired in this is
something you are born with so what
we’re seeing is very quietly even I
would say secretly we now have two tests
that look like their achievement tests
but they are not they are aptitude tests
measuring something that is innate
something that you were born with and I
will argue something irrelevant to
learning and knowledge I want to know if
you understood what you read I’d prefer
to do a student mind you silly
read something two or three burned I
don’t care how fast you read it I’ve had
parents about clients tell me can’t you
teach my kids to speed read aren’t their
speed reading techniques the answer is
no there aren’t what people assume is
speed reading there’s another more
proper name for it it’s called skimming
do we want to educate kids reward them
for skimming if you higher on the where
is it very useful but he says look I
graduated from Harvard I have a seat
Bardeen documents really back I can give
you the gist of this someone is very
angry at you that’s not super useful as
a skill full disclosure
when you start companies that deal with
education and help you apply to college
it’s good for business when there are
changes to the SAT in the ACP it makes
people worried it makes them anxious but
I’m worried and I think you should be
worried because not only are you at a
disadvantage if you’re not fast if
you’re not a fast processing speed kid
colleges don’t seem to understand that
these shifts and changes to the SAT and
that are inherent in the AC T are really
going on I go to conferences all the
time two years ago I attended a
conference I was
room bigger than this one 500 college
admissions officers attending and when
it was my chance to go to the microphone
I ask them
has anyone here taken the new SAT have
any of you even death not a single hand
among that group of professionals was
raised in many ways you know these are
just tests they’re unpleasant things
that have to be gotten through a phase
of your life but in another way or means
way I want to argue the debates that we
have as a culture about how we select
kids for college
and about these tests they really do go
back to an older let’s go forward to an
older argument about whether we live in
a world that is given or a world that is
maybe one that we made if we really do
believe that there are fixed categories
and people should know their place then
okay we should have a test that seeks
out the 1% of geniuses that may be out
there we should have to test I guess the
measures how fast you you read but if we
believe that the world as a founding
fathers did the world is one that we
made one that we create one that we
could make more fair that we could make
ourselves better then I think we want to
stick to this model of achievement it’s
a better way of looking at students and
thinking about but we also need to be
honest about the fact that if we believe
in that model we need to fund public
schools or generously we need to find
them more fairly
because not everyone has the same chance
to achieve and succeed and the test will
merely tell us something we should
already suspect that the world we’re
building isn’t as fair as the one I’m
not convinced that we probably should be
as an earlier generation seventy years
ago was convinced building a test that
measures the 1% and finds me geniuses
one more kind of thing we want to build
the system that nurtures and encourages
the genius that may be present in in all
of us in all of you thank you very much
[Applause]
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