Case Book Five

Babalee Jenkins' sociology class is working on a project related to careers and society.

MS. JENKINS: Good work, group. I see that you have already done your master plan for what work will be accomplished and when. I see that none of you have listed any work for two weeks from now. May I ask why?

S1: Ms. Jenkins, we have the various college tests started in two weeks. We do one on one Saturday and then the next one the following Saturday. The school counselor said to try to get plenty of rest that week and not stress ourselves, so we get good test scores.

S2: Yeah, although, I have to say, I really don't know why we spend so much time worrying about those tests. Most of us will go to the junior college part time and work jobs anyway. Few of us will go to a real university. Why do they tell us to take those tests anyway? What good are they except to stress us out?

MS. JENKINS: Our society sets limits on how our taxes are spent. They want to know that the funds are being used on people who will benefit from the training and expertise they acquire, and that they will benefit society. So, one of the ways that institutions know who may use the funds well is by considering their test scores. In this class, there are lots of people who will greatly benefit society as adults. Some will go to college, some will not. I would hate to try to decide who goes and who doesn't, because there are so many people with so many good ideas! So, instead of leaving it up to the teachers to decide, they leave it up to things like test scores.

S3: Ms. Jenkins, how do I know how good my scores are? I already took one of the tests, and got the scores, but I don't know what to do with them. What value are they?

MS. JENKINS: Have you talked with your counselor about the scores? Have you read the handbook they give you on possible choices for after high school?

S3: No, and no. My counselor directed me to an Internet site, and I haven't bothered. I figure that I have time to retake the test if I need to. I just don't think a score is who I am. You know, I am slow at reading. So, the test time ran out before I had even read all of the test. But, so what if I read slow. What I do, I do right. Why don't colleges consider that?

MS. JENKINS: Many of them will. Let's hop over to a computer and check on the Internet site you were given and a few others. Let's tie this into your project. Find out what test scores are required for entrance to at least three of the different local colleges. Then, look at the possible careers you can consider if you get a degree from them. Compare that to three careers that don't require college. Do that in the assigned area you were considering for this class, which I believe was the "helping professions." Correct?

S1: Yeah, but we still are trying to decide things like if pharmacists should be in our category, or nursing assistants.

MS. JENKINS: Unless you have information to exclude them, or that they belong in another category covered by another group, and you have confirmation from that group that they are included, why not include them? It can only give you more information for decision making.

S4: Teach, can I try to find out which careers and colleges need which kind of tests? I have so much confusion as to why I would need to take more than one test for college entrance. One is stress enough, but different kinds of tests are just silly. Why can't the colleges agree on one, or have they?

Teacher notes:

• Older students may or may not know what thinking is involved in taking college-entrance achievement tests, how to prepare for them, or what the scores mean. Many times they have misinformation because they hear things from other students. You may have to take time to clarify their thinking, and help them focus their learning as they prepare for the testing.
• Some states have put in place a final exit exam for seniors that must be passed prior to graduation. If you teach in a state with that kind of exam, there may be added pressure on the students, and on the teachers around exam time. If you know in advance what testing is required by your state, and your school district, and when it is offered, you can plan your curriculum to help your students do well on the testing and also not be overloaded at testing time.