The article is deceptive because it presents a biased and misleading argument in favor of standardized tests as the best predictors of students' academic performance. The author does not provide any evidence or sources to support this claim, and instead relies on selective data from Harvard professors who have a vested interest in promoting their research. The author also ignores the fact that standardized tests are not an unbiased measure of students' qualifications, as they disadvantage applicants from more challenging backgrounds who may lack access to test prep and other resources. The author does not consider any alternatives or trade-offs in making the tests optional, such as reducing socioeconomic diversity at Harvard. The author also omits any mention of the negative impact of standardized tests on students' mental health and well-being.
The article is deceptive because it uses editorializing and pontification to express the author's personal opinion in favor of standardized tests as admissions criteria at Harvard. The article does not provide any objective or factual information on the issue, nor does it acknowledge any alternative viewpoints or counterarguments.
The article is deceptive because it uses emotional manipulation and sensationalism to persuade readers of its argument in favor of standardized tests. The article does not provide any balanced or nuanced perspective on the issue, nor does it acknowledge any trade-offs or drawbacks of making test scores optional at Harvard. The article also relies on anecdotal and selective data to support its claim, rather than empirical and rigorous evidence.
The article is deceptive because it uses science and health articles as examples to support its argument in favor of standardized tests, without providing any evidence or citations to back up their claims. The article also does not consider the possibility that these articles may be biased or unreliable, nor does it provide any alternative sources or perspectives on them.
The article is deceptive because it cites research by Harvard professors Raj Chetty, David J. Deming, and John N. Friedman, who have a clear conflict of interest in promoting their own research that supports the use of standardized tests as admissions criteria. The authors are affiliated with Harvard and other elite universities, and have received funding from institutions that benefit from maintaining the status quo of selective college admissions. The article does not provide any independent or critical evaluation of the validity or reliability of their research, nor does it acknowledge any alternative perspectives or counterarguments.
The article is deceptive because it does not report on science and health articles that are not peer-reviewed or pre-print, nor does it link them to sources that can verify their validity and reliability. The article also does not explain why these articles are relevant or important for the issue of standardized tests at Harvard.
The article is deceptive because it does not disclose the sources of its information or quotes from other people involved in the issue of standardized tests at Harvard. The article cites research by Harvard professors who have a vested interest in promoting their own research, without providing any evidence or citations to back up their claims.
The article is deceptive because it suggests that making standardized test scores optional during the pandemic had a negative impact on Harvard's socioeconomic diversity, when in fact there is no evidence or data to support this claim. The article does not provide any comparison or contrast between the admission rates of students from different backgrounds before and after making the tests optional, nor does it explain how standardized test scores are used as a factor in admissions decisions at Harvard. The article also ignores the fact that other measures of applicants' qualifications, such as grades, essays, and recommendation letters, may also be biased or prone to favoring students from higher-income families.
The article is deceptive because it implies that making test scores optional during the pandemic was an exceptional and temporary measure, when in fact there is no evidence or data to support this claim. The article also suggests that returning to standardized tests as admissions criteria at Harvard was a necessary and beneficial decision, without providing any justification or rationale for doing so.
The article is deceptive because it implies that standardized tests are fair and objective measures of students' abilities and potentials, when in fact they are not. The article ignores the fact that standardized tests have been criticized for decades as adding a roadblock for disadvantaged students, who may lack access to test prep courses, tutoring, or other resources that enhance their performance on these tests. The article also does not address the issue of bias in standardized tests, which favor students from higher-income families and privileged backgrounds who have more opportunities to learn and practice for these tests.
The article is deceptive because it implies that standardized test scores are necessary for ensuring meritocracy and fairness in college admissions at Harvard. The article does not provide any evidence or data to support this claim, nor does it acknowledge the potential harms of standardized tests on students' mental health and well-being. The article also ignores the fact that making test scores optional may have increased diversity and inclusion at Harvard by allowing more applicants from different backgrounds and perspectives to apply.
