Problems With New PSAT Part 3 Lowered Benchmark

[Part 3: Lowered Benchmark  is the third  of a three part report on the new PSAT.   See Overview,  Part 1: Percentile Inflation,  and Part 2: Score Discrepancies.  The entire report can also be  downloaded or distributed as a PDF.] Part 3: Lowered Benchmark The  dramatic lowering of the college  and career readiness benchmark for the verbal portion of the PSAT and SAT calls  for a deeper examination  and reveals potential structural problems with the new exam. College Board Sets an English Language Arts (ELA) Bar on the PSAT and SAT Far Below Comparable Standards Despite its presumptive importance in college admission, the SAT has had a harder time establishing a wider role in  K-12 education.  Although  revisions in 1994 and 2005 were meant, in part, to bring the SAT into closer alignment with academic standards,  the exam still carried  the residual suspicion that it only tested test-taking skills, was susceptible to short-term preparation, and was out-of-sync with education trends. Early on, ACT staked out a strong position in defining college readiness and in aligning test content with academic standards. The ACT surpassed the SAT  in student volume by appealing to states and school districts to widen college access by offering testing to all students.  As College Board plays catch-up it only introduced its SAT College Readiness Benchmark in 2011   ACT still brags about its historical advantage:  In ACT Aspire and the ACT, ACT has the only longitudinal college and career readiness assessments with scores linked to actua l student performance in college courses and to descriptions of what students need to know and be able to do in college. No other organization can make this claim. The redesigned SAT will  need several years  before it can make the same longitudinal and linking claims. By the time David Coleman was hired in 2012 to lead College Board, it was clear that the organization was willing to prepare for the future even if it meant discarding  much of what had come before. Coleman had been one of the architects of the Common Core standards for English Language Arts and was passionate about the SATs ability to be at the forefront of ensuring  college and career readiness for  all students. An analysis of the new math  and ELA college and career readiness benchmarks shows that while SAT Math  standards were  left largely untouched, the ELA  benchmarks were lowered significantly. Below we explore five points that are  at turns surprising, interesting, and troubling. College and career readiness ELA benchmarks on the PSAT and SAT have been lowered. The definition of meets expectations has changed. The meets expectations rate for the new ELA benchmarks  is far above those of comparable exams. Score pollution  at the low end of the EBRW scale impacts the validity of the 10th grade benchmark. No research has been published explaining how and why the ELA benchmarks were lowered or  if any watering down occurred. College Board had long left benchmarking to ACT. As the showdown between the companies moved more and more to state legislatures and departments of education, though, College Board decided to introduce a college and career readiness benchmark. A 1550 SAT was set in 2011  as the key benchmark, and section scores of 500 were set as benchmarks for Critical Reading, Writing, and Math [the composite score was higher than the sum of the individual sections]. PSAT score benchmarks were also developed to reflect progress  toward those goals. Revisions to the benchmarks were published along with the results of the new PSAT/NMSQT.  Evidenced-Based Reading and Writing scores on the redesigned exam are nominally higher than the Critical Reading and Writing scores from the old PSAT, so  it is surprising  to see that the benchmarks were set lower on the new exam. A lot lower. Before comparing the new and old benchmarks, the old scores should first be concorded to new scores. When using a concordance, we cannot say that the new and old scores are completely interchangeable, but we can say that they represent comparable levels of performance — precisely  what we want in the case of benchmarks. It appears that the readiness benchmark for math has made it to the new PSAT and SAT with little change. The old SAT and new SAT are entirely different exams, so scores must be compared through a concordance that matches comparable levels of performance. When old and new Math scores are concorded, the benchmark differences are minimal. In contrast to the continuity  of the math benchmarks, the ELA benchmarks have been reset far lower than before. In the chart below, the old and new benchmarks are compared after setting them both on the scale of the redesigned P/SAT. Among the takeaways on the new EBRW benchmark compared to the old Critical Reading and Writing benchmark: ELA  benchmarks have been reduced by at least 110 points. The new mark is more than a standard deviation away from the old mark. Almost half (49%) of National Representative sophomores would miss the old benchmark. Only 10% of National Representative  sophomores miss the new benchmark. The new 12th grade benchmark is 60 points lower  than the previous 10th grade benchmark. It is hard to grasp the extent of this  change in an area so vital to college and career readiness.  It makes little sense when  attempting to bring more rigor to an  admission test to  lower the standards this much without strong reason. Soon before he assumed his duties as College Board president, David Coleman said, The engine of social justice at the College Board is the presumption that more rigor draws students to a higher level. It would be the utmost betrayal of it to water that down. Changing Benchmark Definitions For the new PSAT and SAT, College Board changed how it would define college and career readiness standards. Although such standards are almost universally referred to by testing  organizations  as college and career readiness, the benchmarks are  usually  defined by college success alone. Below is a comparison of College Boards  old and new benchmark definitions. The GPA cut-off has been dropped from 2.67 to 2.00, while  the probability for success has been moved from 67% to 75%. However,  the definitional change does not lead directly to the lower benchmark scores. In fact, the change  brings College Boards definition more in line with those  used by ACT and by Partnership for Assessment of Readiness for College and Careers (PARCC), two important competitors in readiness assessments. A  key difference is that ACT adds a piece to the equation:  a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher [emphasis added]. ACT and College Board also have differing interpretations of the college courses included in calculating first-year GPA. ACT’s ELA benchmarks are 18 for English and 22 for Reading. Due to content differences between the tests, these scores cannot be directly translated into SAT values. We can, though, look at performance against the benchmarks. Of graduating seniors in 2015 who took the ACT, 64% reached  the English standard and 46% met or exceeded  the Reading standard. This compares  with 84-90% of PSAT/NMSQT Nationally Representative students  meeting the grade-appropriate benchmarks.   The figures become 85-92% if the User sample is considered. The meets expectations rate for the PSAT is almost double that of its previous standard and well above the rates in a basket of other ELA assessments. An additional problem with the low benchmarks set on the PSAT — especially for sophomores — is that the standards start bumping into the limitations of the tests construction. Since the scale of the new PSAT is 160 to 760, it would appear that even a score of 360 (the sophomore benchmark) is 200 points above the bottom of the scale. The effective bottom of the scale, though, is closer to 300-320. A key feature of the  new PSAT is the elimination of a  guessing penalty. Every student should answer every question, because no points are deducted for incorrect answers. Given that there are only 4 answer choices per question, a random guesser would get 25% of questions right over the long term. This tailwind effect takes many scaled scores out of play. A  simulation of 10,000  students randomly guessing on every Reading and Writing question on the released PSATs from October 14, 2015 and October 28, 2015 found that the average  score for those random guessers would be 335; 50% of students  would get 340 or higher. In fact, 21% of random guessers  would meet the sophomore college and career readiness benchmark! It is hard to understand how an important learning benchmark can be reached by 21% of students doing nothing but bubbling random  patterns on their answer sheets. If the benchmark really should be that low, then  the test is not well designed to measure the cut-off. The  noise from random guessing creates  a type  of score pollution. It is difficult to reconcile  the EBRW benchmarks  with one of the prime goals stated in the  founding document for the redesigned SAT: â€Å"[T]he test must better reflect, through its questions and tasks, the kinds of meaningful, engaging, rigorous work that students must undertake in the best high school courses being taught today, thereby creating a robust and durable bond between assessment and instruction.  To date, no research reports have been published on how the new benchmarks were set. College Boards  most recent publication on readiness,  Research Foundations: Empirical Foundations  for College and Career  Readiness, does not yet deal with scores for the redesigned SAT and includes only descriptive statistics about college attainment.  Did what is expected  of students change so much so quickly that 90% of them will now meet expectations when only half as many met them last year? Were the previous expectations wrong? Do the new expectations better mea sure and expand opportunity? Will students respond positively or at all to the many different benchmarks provided?  These are the types of questions that should be  addressed. Accountability and Transparency While College Board long ago outgrew its official name   College Entrance Examination Board the PSAT and SAT are still in transition from an earlier time. The public thinks of the PSAT and SAT primarily as college admission tests, but the exams are being tasked with an increasing number of duties assessment, alignment, benchmarking, merit scholarships, gatekeeping, and placement. for an increasing number of students and educators. States such as Connecticut, Michigan, Illinois, and Colorado have recently made multimillion dollar commitments to  the SAT  because of the promise of the redesign. Later this year, thousands of colleges will start receiving the new scores and slotting them into millions of applicant files (along with ACT scores). There is no slow build in standardized testing change happens all at once. The inevitability of the new test, though, does not mean that attention should be limited to  operational aspects.  The rapid rise in public funding for the PSAT and SAT and the increasing number of tasks for which the exams claim competency  require an increased  level of scrutiny, accountability, and transparency. Compass Education Groups three part series on the PSAT is meant to illustrate several of the  ways in which the new test must find its bearings. That is not to say that percentile inflation or the rise of the sharp-witted sophomore or even the resetting of the ELA benchmarks is the most fundamental question around the new PSAT or SAT. There are many questions and challenges to be faced.  Implementing an entirely new college admission exam is a Herculean undertaking, and College Board set ambitious delivery goals for both validity and rollout. We hope that the efforts to meet  deadlines  have not pushed aside the original impetus for the redesign. Trust in the new exam should not come from the fact that its name reuses three letters; students deserve an SAT that judges fairly and openly. [Part 3: Lowered Benchmark  is the third  of a three part report on the new PSAT.   See Overview,  Part 1: Percentile Inflation,  and Part 2: Score Discrepancies.  downloaded or distributed as a PDF]

2018 Best Brightest Kate Marinkovich, Fordham University (Gabelli)

2018 Best Brightest: Kate Marinkovich, Fordham University (Gabelli) by: Jeff Schmitt on April 01, 2018 | 0 Comments Comments 948 Views April 1, 2018Kate MarinkovichFordham University (Gabelli)A Silicon Valley girl finding her way in a Wall Street world.Fun fact about yourself: I am proficient in Farsi.Hometown: Palo Alto, CaliforniaHigh School: Palo Alto High SchoolMajor: AccountingMinor: N/AFavorite Business Course: Accounting Research Seminar: SustainabilityExtracurricular Activities, Community Work and Leadership Roles During College:School Awards/Honors:Phi Kappa Phi (2017 – Present)William E. Boyle Society (2016 – Present)O’Shea Foundation Scholarship (2015 – Present)Dean’s List (2015 – Present)Matteo Ricci Seminar (2015 – 2016)Woolworth Award (2015)Manresa Scholars Program (2014 – 2015)Community Work/Leadership Roles:Freshman Academic Advisor – (2017 – Present)SASB Symposium – Student Ambassador (2017)Women in Business Retreat – Event Coordinator (2016 – Present)Undergraduate Curriculum Committee – Student Representative (2016)Gabelli School of Business – Student Ambassador (2015 – Present)New Student Orientation – Orientation Captain, Orientation Leader (2015 – Present)Gabelli Book Club – Participant (2015 – Present)Fordham Dance Marathon – Fundraising Chair (2015 – 2016)Residence Halls Association – Vice President, Programmer (2014 – 2016)Middle School Tutor – Our Lady of Mount Carmel School (2014-2015)Where have you interned during your college career? Tesla Motors (Palo Alto, CA) – Recruiting InternTesla Motors (Palo Alto, CA) – Data Analytics InternLightspeed Venture Partners (Menlo Park, CA) – Finance and Accounting InternDWNLD (now called Verst) (New York, NY) – Business Operations InternFordham Gabelli School of Business (New York, NY) â€⠀œ Communications InternBlackstone Group (New York, NY) – Corporate Finance Summer AnalystKPMG (New York, NY) – Incoming Tax Intern (Summer 2018)Where will you be working after graduation? After graduating in May 2018, I will first complete a summer internship at KPMG in New York City in its tax practice. I was selected by KPMG to attend the University of Mississippi from August 2018 through August 2019 to earn a Masters in Taxation and Data Analytics through KPMG’s Masters in Accounting and Data Analytics Program. This is a fully-funded Masters program, which includes an internship in the winter semester. I will join KPMG full-time in September 2019 in the New York City tax practice.What did you enjoy most about your business school? It was a combination of Fordham’s location and community that was most beneficial for me as a student. Fordham’s location in New York City afforded me unparalleled access to resources and opportunities. I quite litera lly had the (business) world at my fingertips; I visited companies of varying size and industry, networked with alumni across various fields and learned from extraordinary professors and guest speakers as I explored what each industry and business function had to offer. If it were not for Fordham’s rich network of alumni and professionals throughout New York City, I would not have been able to have as many opportunities to interact. Every time I reached out to a Fordham alumnus with a question or for coffee they responded enthusiastically, willing to not only offer me their expertise, but to refer me to someone else who knew more. I cannot be grateful enough for these connections and resources, and am eager to offer the same enthusiasm and support as an alumna.What is the biggest lesson you gained from studying business? Sustainable business models are incredibly cost-effective. Small changes in the way a company operates will have a tangible impact on its bottom line, and on the environment. There are a handful or organizations leading the way and setting great precedent for how organizations can and should be run. The resources we collect from the environment are limited, and the companies that are adopting better ways to either utilize the resources they already have or use alternatives will end up on top.What advice would you give to a student looking to major in a business-related field? Do not be afraid to ask questions, and start asking them early. I sound like a stereotypical business student, but it is truly never too early to start networking. Message people on LinkedIn, take people out to coffee, and explore the variety of functions and industries the business world has to offer. I have found that, for the most part, people are more than willing to share their stories with you. It took me over two years, a few internships, and countless informational interviews to decide to major in accounting, but I am both sure of and happy with my choice.à ¢â‚¬Å"If I didn’t major in business, I would be majoring in or studying†¦gender studies. The challenges facing women in the workplace are at the forefront of my intersectional interests and extracurricular efforts; an academic understanding of the psychology and sociology behind these challenges would be spectacularly beneficial. I have still managed to entertain these interests in my business curriculum: I lead the annual Women in Business Retreat, and network with female peers, faculty, and alumni to further my understanding.†What has surprised you most about majoring in business? Fundamental financial literacy is not so difficult, and very important. I had a very elementary understanding of the markets when I started my business education, and I anticipated a steep learning curve. My first finance class taught me a basic understanding of the macro economy, common investment vehicles, and how to assess both of these with critical thought. It was an inch-deep, mil e-long type of course, but it proved to be incredibly beneficial both personally and academically.Who most influenced your decision to pursue business in college? I grew up in the heart of the Silicon Valley, surrounded by individuals making tangible contributions to create a better, more connected world. It didn’t take much for me to realize that I wanted to do the same. I didn’t know how to do it – I still don’t know quite how – but I thought business school was a good place to start. I had always had ideas, and I had always loved the logistics behind executing these ideas. To gain a practical understanding of how the economy and its players operate, and the basic skills behind the various business functions, seemed like the best foundation to accelerate myself into a meaningful career.Which academic, extracurricular or personal achievement are you most proud of? Gabelli’s Women in Business Retreat brings together undergraduate and graduat e business women for a weekend of discernment, networking, and dialogue. I attended the first retreat as a sophomore. In 2016 I co-led the second; this year I will lead it again. This achievement truly combines my interests in both my career and in my personal life, and gives me the opportunity to provide a venue for women across fields to discuss the issues facing women today. We carefully craft workshops, presentations, and discussions based on feedback from professionals and students so that the retreat is most relevant, and it is an accomplishment I am truly proud of. Last year I designed my own workshop based on both research and my own experience that covered perceptions of women in the workplace. It received great feedback in the anonymous surveys, and I am expanding it this year into a longer session. These experiences have not only allowed me to delve into my interests, but also to challenge myself and to learn more about specific issues facing women today.If you were a dea n for a day, what one thing would you change about the business school? While the Gabelli School of Business is openly committed to addressing the challenges facing women today, currently the undergraduate business program does not have a formal Women in Business platform. This is not to say that there are not clubs or programs dedicated to empowering women and challenging women’s issues – our chapter of Smart Woman Securities is a great example of one – but there is no universal platform that insures activity across all major disciplines and interests. As a leading undergraduate business school, especially one that is sending a majority of its students to male-dominated fields (e.g., accounting and finance), it is crucial that women’s issues are addressed, discussed, and challenged. A formal platform would allow partnerships with clubs that are already making strides in this area and those that are not, to ensure that women across all disciplines are equ ipped with the knowledge, skills, and network necessary to face the many challenges remaining in the workplace. It would also provide more pointed resources toward developing skills and dialogue around women’s issues.Which classmate do you most admire? Olivia Greenspan is a year below me and is wholeheartedly committed to her interest in improving food systems. There are not many resources at Fordham dedicated to the food and sustainability intersection, but Olivia has pioneered her own and created resources for students. Her ability to take agency and leadership over her passions is so admirable, and I respect her tremendously for it.Who would you most want to thank for your success? First, my parents. My dad for challenging me academically and always telling me that I am capable of changing the world, and my mom for exemplifying persistence, strength, and a level of compassion I will forever seek to achieve. Second, the school’s senior associate dean, Green Jason-DiB artolo. She meets all of my ideas with curiosity, all of my questions with answers, and has consistently provided me the support to carry out my goals: personally, academically, and professionally.What would your theme song be? This was the hardest question of this interview and I was not sure how appropriate my answer had to be, but here we go. Nicki Minaj’s verse in â€Å"Monster† is a masterpiece. Her brand of feminism is empowering and fun, and I am so here for it.What are the top two items on your bucket list? Travel to Iran, see Elton John liveFavorite book: Is Everyone Hanging Out Without Me? (And Other Concerns) by Mindy KalingFavorite movie: Almost FamousFavorite vacation spot: La Jolla, CaliforniaWhat are your hobbies? Traveling (I try to visit a new country every year), eating (I love the process of finding and trying new restaurants), crafts (I have recently taught myself calligraphy) and hiking (something I miss about California)What made Kate such an inva luable addition to the Class of 2018?â€Å"Kate is a remarkable person, and I am privileged to know her. Having her in my classroom has enriched her fellow students and has  elevated  my own enthusiasm for teaching. Kate is always willing to contribute to class discussions and to engage her classmates and professors.   Her inspiring ways extend beyond the classroom. Kate is a woman of competence, conscience, compassion, and commitment to the service of the human family. Kate is tireless in her pursuit of knowledge and relentless in her search for innovation. In her many roles, including an admissions ambassador for the Gabelli School of Business, one of our student representatives to the Sustainable Accounting Standards Board, a captain of New Student Orientation, and an advising assistant for new freshmen, Kate has selflessly donated her time and skills for the enrichment of others.Her academic accomplishments are unparalleled. A distinguished member of the Fr. William E. Bo yle Society, she has also been honored by the Woolworth Award and recognized on the Dean’s List. Kate also holds a membership in Phi Kappa Phi. Her scholastic endeavors have opened the door for her to internship opportunities at Tesla and Blackstone; she proudly represented the Gabelli School of Business at both. She will further honor her alma mater as she joins KPMG’s New York tax practice this summer.Of all of Kate’s numerous admirable characteristics, her passion for life and her compassion for others are the most distinguishing. Kate is bothered by injustice, poverty, and inequality. In fact, she possesses a quality that Fordham’s university president, the Rev. Joseph M. McShane, SJ, calls â€Å"bothered excellence.† This means that in every aspect of life, she identifies areas where social problems can be resolved, rejects complacency, and seeks to serve the good of the world. The paramount objective of a Jesuit education is developing  "men and women for others,† and Kate is the embodiment of that mission.†Barbara M. Porco, PhD, CPA, CFF Bene Merenti Clinical Associate Professor of Accounting and Taxation Director for The Center for Professional Accounting Practices Director of the MS Accounting ProgramDONT MISS: THE BEST BRIGHTEST BUSINESS MAJORS OF 2018 THE COMPLETE LIST Page 1 of 11