{"id":2967,"date":"2020-07-11T16:17:19","date_gmt":"2020-07-11T16:17:19","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/?post_type=chapter&p=2967"},"modified":"2021-02-18T16:43:16","modified_gmt":"2021-02-18T16:43:16","slug":"letter-to-suny-chancellor-by-thalia-infante","status":"web-only","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/chapter\/letter-to-suny-chancellor-by-thalia-infante\/","title":{"raw":"Letter to SUNY Chancellor by Thalia Infante","rendered":"Letter to SUNY Chancellor by Thalia Infante"},"content":{"raw":"Note:<\/span> The online spacing of the letter below does not<\/span> adhere to MLA 8 guidelines.\u00a0 The essay originally did adhere to MLA 8 formatting.<\/strong>\r\n

Thalia Infante<\/p>\r\n

311 Bouton Hall<\/p>\r\n

SUNY New Paltz<\/p>\r\n

New Paltz, NY 12561<\/p>\r\n

Infante@hawkmail.newpaltz.edu<\/p>\r\n \r\n\r\nNovember 14, 2019\r\n\r\n \r\n\r\nChancellor Kristina M. Johnson\r\n\r\nState University Plaza\r\n\r\n353 Broadway\r\n\r\nAlbany, NY 12246-0001\r\n\r\n \r\n\r\nDear Chancellor Kristina M. Johnson,\r\n\r\nI am a first-year student at SUNY New Paltz. Unfortunately, we have never met, but after conducting some research, I discovered that you have done many great things for the SUNY system. In particular, you established the Promoting Recruitment, Opportunity, Diversity, Inclusion and Growth program, which will result in \u201chiring up to 1,000 early to midcareer professionals from underrepresented groups over the next decade\u201d (Clukey). I think that is a wonderful idea.\r\n\r\nBecause you are so focused on improving the SUNY system, I would like to share with you some observations about the current college application process at SUNY and propose a change to this process. As a student who just went through this experience, I encountered a major obstacle that has a big impact on many high school students every year. The problem that I wish you to address has to do with standardized tests, particularly the SAT and ACT.\r\n\r\nAs you know, most high school students take the SAT in their junior and senior years. Some of these students spend years preparing while others either don\u2019t have the opportunity to receive the same test-prep help or decide to focus, instead, on extracurricular activities. Unfortunately, based on my experience, SUNY schools seem to pay more attention to students\u2019 SAT scores than on the experiences students have had in high school. As a result, every year many otherwise successful students are not accepted into their dream colleges just because they don\u2019t\u00a0 have\u00a0 high SAT scores. These students wonder, \u201cBut what about all the extracurricular activities that I was a part of? What about all the community service I did? All the jobs I held and internships I completed? All the AP classes and College Now classes that I took?\u201d\u00a0 Many of these students start asking themselves whether they are good enough for college, the same way I did. In addition, after seeing how few SUNY colleges accept them, some even begin to question whether they really want to go to college at all. Because good students should not be made to feel so discouraged, and in an effort to make SUNY more accessible, I urge you to make submitting SAT scores optional across all SUNY schools.\r\n\r\nAs you may know, only two four-year SUNY schools do not require the SAT: Purchase College and Potsdam State University College. However, the state of New York has thirty-two SUNY schools that require the SAT (\u201cStandardized Test Requirements\u201d). That means that the majority of students are forced to submit their scores.\r\n\r\nUnfortunately, a lot of students don\u2019t have an equal opportunity to prepare for the SAT or ACT. Many students can afford to pay tutors, and as we have seen recently in the news, some even cheat by paying experts to take the exams for them. The reality is that a lot of parents are obsessed with sending their children to prestigious colleges. The Washington Post <\/em>found that \u201cHollywood actresses, CEOs and others . . . commit fraud or pay bribes to get their kids into elite schools\u2026 [and also hire] ringers or \u2018tutors\u2019 to increase their children\u2019s scores\u201d (Wai). Although most people do not go to this extreme, students who are at higher socioeconomic levels clearly have a better chance of receiving high SAT scores than less advantaged students. Not all students have the money to pay for a tutor, for example. Poorer students must study on their own, often with little support.\r\n\r\nCritics argue that these exams make the path to college difficult for low-income African Americans and other students of color. The SAT was first used in 1926 during a time when African Americans were still fighting for their rights (\u201cThe History of the SAT\u201d). Today some think that standardized testing maintains systemic racism because white students are more likely than students from other racial groups to go to high-quality schools (Jaschik). Therefore, low income students of color often do not come to the exams academically prepared for them. In fact, a study has shown that \u201cstudents from families earning more than $200,000 a year average a combined score of 1,714, while students from families earning under $20,000 a year average a combined score of 1,326\u201d (Jaschik).\r\n\r\nAnother reason to eliminate the SAT and ACT requirement is because teachers and students know that the SAT doesn\u2019t show what students are capable of. I interviewed a teacher from my high school, and I asked her if colleges should make the SAT optional. Mrs. Gomez's answer was, \u201cThe SAT is just a test to show who prepared the most [for the test] because that's what the results show . . . they should make it optional, but then that would take money away from the College Board and that would upset people in charge.\u201d This quote shows that even teachers are aware that the SAT does not depict what students can do. Mrs. Gomez\u2019s remark also reveals that the teachers are cynical about the exam\u2019s purpose.\r\n\r\nI also interviewed some of my classmates, and I asked them the same question as my teacher. My friend Jesus answered, \u201cThe SAT is just a piece of paper, where you can get a number. What you are capable of and the skills that you have never will show on a piece of paper.\u201d My other friend Claudine said, \u201cThere are students who do not work well under pressure and during the SAT, time is putting us under pressure.\u201d\u00a0 Most of the students and teachers have the same opinion about the SAT. To them, the SAT doesn\u2019t show the skill of the students and these exams are just big business.\r\n\r\nSome people may ask, \u201cWhat about those students with high SAT scores who didn\u2019t participate in any extracurricular activities or do well in terms of their classwork?\u201d This is why I want to make the SAT optional. This way, those students who didn\u2019t do well in school will be able to send in their scores. I agree that in those cases the test scores may demonstrate a student\u2019s hidden potential and might, therefore, be useful.\r\n\r\nPerhaps, the SAT was a good option to prove a student\u2019s skills ninty-three years ago, but not anymore. Successful high school students in the 21st century must have multiple abilities that extend beyond taking standardized exams. This is why I hope that you will take my proposal under consideration. Thank you for taking the time to read my letter, and I would be happy to discuss this topic in more detail, either in person or through email.\r\n\r\nSincerely,\r\n\r\nThalia Infante\r\n

Works Cited<\/p>\r\nClukey, Keshia. \u201cSUNY Chancellor Talks Diversifying Staff, Students Having More Access.\u201d\u00a0Newsday<\/em>, 31 Jan. 2019, https:\/\/www.newsday.com\/long-island\/education\/suny-chancellor-johnson 1.26605988.\r\n\r\n\u201cThe History of the SAT.\u201d Manhattan Review<\/em>, 20 Aug. 2019, www.manhattanreview.com\/sat- history\/#:~:targetText=After%20his%20appointment%20to%20a,on%20the%20%22College%20Boards.%22.\r\n\r\nJaschik, Scott. \"New Evidence of Racial Bias on SAT.\" College Admissions<\/em>, edited by Dedria Bryfonski, Greenhaven Press, 2015. Current Controversies<\/em>. Gale In Context: Opposing Viewpoints, https:\/\/link.gale.com\/apps\/doc\/EJ3010919230\/OVIC?u=newpaltz&sid=OVIC&xid=8e468b5c. Accessed 27 Oct. 2019. Originally published in Inside Higher Ed, 21 June 2010.\r\n\r\n\u201cStandardized Test Requirements.\u201d SUNY<\/em>, https:\/\/www.suny.edu\/counselor\/standardized-tests\/.\r\n\r\nWai, Jonathan, et al., \u201cNo One Likes the SAT. It's Still the Fairest Thing about Admissions.\u201d The Washington Pos<\/em>t, WP Company, 22 Mar. 2019, https:\/\/www.washingtonpost.com\/outlook\/no-one-likes-the-sat-its-still-the-fairest-thing-about-admissions\/2019\/03\/22\/5fa67a16-4c00-11e9-b79a-961983b7e0cd_story.html.","rendered":"

Note:<\/span> The online spacing of the letter below does not<\/span> adhere to MLA 8 guidelines.\u00a0 The essay originally did adhere to MLA 8 formatting.<\/strong><\/p>\n

Thalia Infante<\/p>\n

311 Bouton Hall<\/p>\n

SUNY New Paltz<\/p>\n

New Paltz, NY 12561<\/p>\n

Infante@hawkmail.newpaltz.edu<\/p>\n

 <\/p>\n

November 14, 2019<\/p>\n

 <\/p>\n

Chancellor Kristina M. Johnson<\/p>\n

State University Plaza<\/p>\n

353 Broadway<\/p>\n

Albany, NY 12246-0001<\/p>\n

 <\/p>\n

Dear Chancellor Kristina M. Johnson,<\/p>\n

I am a first-year student at SUNY New Paltz. Unfortunately, we have never met, but after conducting some research, I discovered that you have done many great things for the SUNY system. In particular, you established the Promoting Recruitment, Opportunity, Diversity, Inclusion and Growth program, which will result in \u201chiring up to 1,000 early to midcareer professionals from underrepresented groups over the next decade\u201d (Clukey). I think that is a wonderful idea.<\/p>\n

Because you are so focused on improving the SUNY system, I would like to share with you some observations about the current college application process at SUNY and propose a change to this process. As a student who just went through this experience, I encountered a major obstacle that has a big impact on many high school students every year. The problem that I wish you to address has to do with standardized tests, particularly the SAT and ACT.<\/p>\n

As you know, most high school students take the SAT in their junior and senior years. Some of these students spend years preparing while others either don\u2019t have the opportunity to receive the same test-prep help or decide to focus, instead, on extracurricular activities. Unfortunately, based on my experience, SUNY schools seem to pay more attention to students\u2019 SAT scores than on the experiences students have had in high school. As a result, every year many otherwise successful students are not accepted into their dream colleges just because they don\u2019t\u00a0 have\u00a0 high SAT scores. These students wonder, \u201cBut what about all the extracurricular activities that I was a part of? What about all the community service I did? All the jobs I held and internships I completed? All the AP classes and College Now classes that I took?\u201d\u00a0 Many of these students start asking themselves whether they are good enough for college, the same way I did. In addition, after seeing how few SUNY colleges accept them, some even begin to question whether they really want to go to college at all. Because good students should not be made to feel so discouraged, and in an effort to make SUNY more accessible, I urge you to make submitting SAT scores optional across all SUNY schools.<\/p>\n

As you may know, only two four-year SUNY schools do not require the SAT: Purchase College and Potsdam State University College. However, the state of New York has thirty-two SUNY schools that require the SAT (\u201cStandardized Test Requirements\u201d). That means that the majority of students are forced to submit their scores.<\/p>\n

Unfortunately, a lot of students don\u2019t have an equal opportunity to prepare for the SAT or ACT. Many students can afford to pay tutors, and as we have seen recently in the news, some even cheat by paying experts to take the exams for them. The reality is that a lot of parents are obsessed with sending their children to prestigious colleges. The Washington Post <\/em>found that \u201cHollywood actresses, CEOs and others . . . commit fraud or pay bribes to get their kids into elite schools\u2026 [and also hire] ringers or \u2018tutors\u2019 to increase their children\u2019s scores\u201d (Wai). Although most people do not go to this extreme, students who are at higher socioeconomic levels clearly have a better chance of receiving high SAT scores than less advantaged students. Not all students have the money to pay for a tutor, for example. Poorer students must study on their own, often with little support.<\/p>\n

Critics argue that these exams make the path to college difficult for low-income African Americans and other students of color. The SAT was first used in 1926 during a time when African Americans were still fighting for their rights (\u201cThe History of the SAT\u201d). Today some think that standardized testing maintains systemic racism because white students are more likely than students from other racial groups to go to high-quality schools (Jaschik). Therefore, low income students of color often do not come to the exams academically prepared for them. In fact, a study has shown that \u201cstudents from families earning more than $200,000 a year average a combined score of 1,714, while students from families earning under $20,000 a year average a combined score of 1,326\u201d (Jaschik).<\/p>\n

Another reason to eliminate the SAT and ACT requirement is because teachers and students know that the SAT doesn\u2019t show what students are capable of. I interviewed a teacher from my high school, and I asked her if colleges should make the SAT optional. Mrs. Gomez’s answer was, \u201cThe SAT is just a test to show who prepared the most [for the test] because that’s what the results show . . . they should make it optional, but then that would take money away from the College Board and that would upset people in charge.\u201d This quote shows that even teachers are aware that the SAT does not depict what students can do. Mrs. Gomez\u2019s remark also reveals that the teachers are cynical about the exam\u2019s purpose.<\/p>\n

I also interviewed some of my classmates, and I asked them the same question as my teacher. My friend Jesus answered, \u201cThe SAT is just a piece of paper, where you can get a number. What you are capable of and the skills that you have never will show on a piece of paper.\u201d My other friend Claudine said, \u201cThere are students who do not work well under pressure and during the SAT, time is putting us under pressure.\u201d\u00a0 Most of the students and teachers have the same opinion about the SAT. To them, the SAT doesn\u2019t show the skill of the students and these exams are just big business.<\/p>\n

Some people may ask, \u201cWhat about those students with high SAT scores who didn\u2019t participate in any extracurricular activities or do well in terms of their classwork?\u201d This is why I want to make the SAT optional. This way, those students who didn\u2019t do well in school will be able to send in their scores. I agree that in those cases the test scores may demonstrate a student\u2019s hidden potential and might, therefore, be useful.<\/p>\n

Perhaps, the SAT was a good option to prove a student\u2019s skills ninty-three years ago, but not anymore. Successful high school students in the 21st century must have multiple abilities that extend beyond taking standardized exams. This is why I hope that you will take my proposal under consideration. Thank you for taking the time to read my letter, and I would be happy to discuss this topic in more detail, either in person or through email.<\/p>\n

Sincerely,<\/p>\n

Thalia Infante<\/p>\n

Works Cited<\/p>\n

Clukey, Keshia. \u201cSUNY Chancellor Talks Diversifying Staff, Students Having More Access.\u201d\u00a0Newsday<\/em>, 31 Jan. 2019, https:\/\/www.newsday.com\/long-island\/education\/suny-chancellor-johnson 1.26605988.<\/p>\n

\u201cThe History of the SAT.\u201d Manhattan Review<\/em>, 20 Aug. 2019, www.manhattanreview.com\/sat- history\/#:~:targetText=After%20his%20appointment%20to%20a,on%20the%20%22College%20Boards.%22.<\/p>\n

Jaschik, Scott. “New Evidence of Racial Bias on SAT.” College Admissions<\/em>, edited by Dedria Bryfonski, Greenhaven Press, 2015. Current Controversies<\/em>. Gale In Context: Opposing Viewpoints, https:\/\/link.gale.com\/apps\/doc\/EJ3010919230\/OVIC?u=newpaltz&sid=OVIC&xid=8e468b5c. Accessed 27 Oct. 2019. Originally published in Inside Higher Ed, 21 June 2010.<\/p>\n

\u201cStandardized Test Requirements.\u201d SUNY<\/em>, https:\/\/www.suny.edu\/counselor\/standardized-tests\/.<\/p>\n

Wai, Jonathan, et al., \u201cNo One Likes the SAT. It’s Still the Fairest Thing about Admissions.\u201d The Washington Pos<\/em>t, WP Company, 22 Mar. 2019, https:\/\/www.washingtonpost.com\/outlook\/no-one-likes-the-sat-its-still-the-fairest-thing-about-admissions\/2019\/03\/22\/5fa67a16-4c00-11e9-b79a-961983b7e0cd_story.html.<\/p>\n","protected":false},"author":274624,"menu_order":10,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-2967","chapter","type-chapter","status-web-only","hentry"],"part":2148,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters\/2967","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/users\/274624"}],"version-history":[{"count":6,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters\/2967\/revisions"}],"predecessor-version":[{"id":3003,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters\/2967\/revisions\/3003"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/parts\/2148"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapters\/2967\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/media?parent=2967"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/pressbooks\/v2\/chapter-type?post=2967"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/contributor?post=2967"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-newpaltz-engcomp1\/wp-json\/wp\/v2\/license?post=2967"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}