Goal #1: We want higher ed to be an engine of social mobility that equalizes life outcomes for people born into different social positions
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Goal #2: We want higher ed to differentiate students based on skill, so that credentials can serve as meaningful signals to employers and so limited instructional resources can be devoted to people who have the requisite background skills to profit from them
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goal #1 and goal #2 will always be in conflict, because educational trajectories are cumulative and because initial social position has real effects on human capital development. taking away the GRE doesn't make that conflict goes away.
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what if everyone making statistically specious arguments about the predictive validity of the GRE in selected samples with absurd restriction of range problems INSTEAD devoted their energy to the question....
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"how do we make sure that having a STEM Ph.D. isn't the prerequisite for a life of dignity & economic security & meaningful work & social inclusion?"
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not sure this is right. if you can show that banning the GREs detracts from *both* of the goals you mention (as many think it does), then you can move on the policy front with having to get into arguments over values.
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yeah, I guess this is where the idea that the GRE doesn't give you information about background skills/knowledge, & the idea that other application materials will be somehow untainted by SES, both strike me as not very likely
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Tweet je nedostupan.
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Hvala. Twitter će to iskoristiti za poboljšanje vaše vremenske crte. PoništiPoništi
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Access vs. credentials debate. Thoughtful post.
Hvala. Twitter će to iskoristiti za poboljšanje vaše vremenske crte. PoništiPoništi
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