When colleges first adopted the SAT, it was meant to level the playing field and give all students a fair chance regardless of where they went to school. But overtime, that promise has faded. The SAT no longer measures potential, but rather privilege. Its roots in discriminatory ideas and dependence on costly preparation and narrow focus on math and English make it an unreliable tool for determining who deserves a college education.
The SAT was originally created as an aptitude test. However its development was shaped by early 20th century eugenic ideas which aimed to categorize intelligence based on race and class (Rosales and Walker). While the SAT has evolved since then, it still carries traces of this mindset by attempting to measure a student’s worth through a single rigid standard. This origin matters because the test was built around assumptions that certain groups were inherently superior, meaning fairness was never the central goal. While the SAT has evolved since then, it still carries traces of this mindset by attempting to measure a student’s worth through a single rigid standard.
Wealth plays a major role in determining SAT success. Studies show that students from high-income families are far more likely to achieve top scores, not because they are smarter but because they can afford more opportunities specifically tailored to the SAT. These include private tutors who teach SAT strategies, prep courses focused on the test’s format and multiple chances to retake the test until their desired score is achieved (Mandery). Meanwhile, students from lower-income backgrounds often have only one chance to take the test, with fewer resources to prepare. Essentially, SAT performance becomes a reflection of financial access rather than academic ability.
Beyond the issues of wealth and history, the SAT also has fundamental limitations in what it measures. It focuses almost entirely on math and English, overlooking other crucial skills like critical thinking, creativity, collaboration and problem-solving. These standardized tests often fail to capture the full range of how students learn and express knowledge as well as limit their choices. In contrast, performance based assessments such as projects, lab work, or essays give students more freedom to demonstrate understanding in different ways. This approach shows that intelligence cannot be measured by clicking a box on a screen, but through engagement, curiosity and growth over time.
Some people argue that the SAT provides a fair and uniform way to compare students from different schools or regions. While that idea sounds reasonable, it assumes that every student has access to the same level of preparation and educational support, which is far from true. Some schools have SAT prep programs and advanced classes, but others can’t offer the same level of academic support. Rather than providing fair opportunities, the SAT highlights inequality by rewarding those who are privileged.
