Case 01: Predicting Performance

Alix Maher is the new admissions director at a small, highly selective New
England College. She has a bachelors degree in education and a recent
Masters Degree in educational administration. But she has no prior
experience in college admissions.
Alixs predecessor, in conjunction with the colleges admissions committee
had given the following weights to student selection criteria: high school
grades (40 %); Scholastic Aptitude Test (SAT) scores (40 %); extra-curricular
activities and achievements (10 %); and the quality and creativity of a written
theme submitted with the application (10 %).
Alix has serious reservations about using SAT scores. In their defense, she
recognizes that the quality of high schools varies greatly, so that the level of
student performance that receives an A in American history at one school
might earn only a C at a far more demanding school. Alix is also aware that
the people who design the SAT argue forcefully that these test scores are
valid predictors of how well a person will do in college. Yet Alix has several
concerns:

The pressure of the SAT exam is very great, and many students suffer
from test anxiety. The results, therefore, may not truly reflect what a
student knows.

There is evidence that coaching improves scores by between 40 and

150 points. Test scores, therefore, may adversely affect the chances of
acceptance for students who cannot afford the $600 or $700 to take
test-coaching courses.

Are SATs valid, or do they discriminate against minorities, the poor, and
those who have had limited access to cultural growth experiences?

As Alix ponders whether she wants to recommend changing the colleges

selection criteria and weights, she is reminded of a recent conversation she
had with a friend who is an industrial psychologist. He told her that his
company regularly uses intelligence tests to help select from among job
applicants. For instance, after the companys recruiters interview graduating
seniors on college campuses and identify possible hires, they give the
applicants a standardized intelligence test. Those who fail to score at least
80% are eliminated from the applicant pool.
Alix thinks that if intelligence tests are used by billion-dollar corporations to
screen job applicants, why shouldnt colleges use them? Moreover, since one
of the objectives of a college should be to get its graduates placed in good
jobs, maybe SAT scores should be given even higher weight that 40% in the
selection decision. After all, if SATs tap intelligence and employers want
intelligent job applicants, why not make college selection decisions on the
basis of SAT scores? Or should her college replace the SAT with a pure
intelligence test?
If you were Alix, what would you do and why?

Follow the FIVE steps to identify the Problem with Alix and what caused this
problem. What different alternatives (THREE Alternative) you may want to
propose to Alix.

1-ACT replaces SAT

(The ACT is more of a "big picture" exam. College admissions officers care about how
you did on each section of the SAT. On the ACT, they're most concerned with your
composite score. So if you're weak in one content area but strong in others, you could
still end up with a very good ACT score and thus make a strong impression with the
admissions committee.)
2-Replace SAT with intelligence test
3-Lower the weight of sat & high school test against intelligence test
and cancel (the quality and creativity of a written theme submitted
with the application) as its already included on both sat and act
tests