The College Board Its First Fifty Years

Looks at the first fifty years of the College Board and its attempt to standardize the process of college admissions. Studies the board from its early organization through comprehensive examinations, aptitude tests and a look at what might be next for the board.

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This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Fear and Trembling? Shock and Awe? Which set of statements best describes the emotions surrounding the assessment of writing ability in educational settings? This book - the first historical study of its kind - begins with Harvard University's 1874 requirement that first-year student applicants submit a short composition as part of the admissions process; the book concludes with the College Board's 2005 requirement for an essay to be submitted as part of the new SAT(R) Reasoning Test. Intended for teachers who must prepare students to submit their writing for formal assessment, administrators who must make critical decisions based on test scores, and policy makers who must allocate resources based on evaluation systems, On a Scale provides a much-needed historical and conceptual background to questions arising from national attention to student writing ability.

To those who loved him, like Teddy Roosevelt, he was "Nicholas Miraculous," the fabled educator who had a hand in everything; to those who did not, like Upton Sinclair, he was "the intellectual leader of the American plutocracy," a champion of "false and cruel ideals." Ezra Pound branded him "one of the more loathsome figures" of the age. Whether celebrated or despised, Nicholas Murray Butler (1862–1947) was undeniably an irresistible force who helped shape American history. With wit and irony, Michael Rosenthal traces Butler's rise to prominence as president of Columbia University, which he presided over for forty-four years and developed into one of the world's most distinguished institutions of research and teaching. Butler also won the Nobel Peace Prize and headed both the Carnegie Endowment and the American Academy of Arts and Letters, among innumerable other organizations. In 1920, he sought the Republican nomination for president, managing to garner more votes on the first ballot than the eventual winner, Warren Harding. Rosenthal's richly detailed, elegantly crafted narrative captures the mania and genius that propelled Butler to these extraordinary achievements and more. Thick with social, cultural, and political history, Nicholas Miraculous recreates Butler's prodigious career and the dynamic age that nourished him.

Already the recipient of extraordinary critical acclaim, this magisterial book provides a landmark account of American medical education in the twentieth century, concluding with a call for the reformation of a system currently handicapped by managed care and by narrow, self-centered professional interests. Kenneth M. Ludmerer describes the evolution of American medical education from 1910, when a muck-raking report on medical diploma mills spurred the reform and expansion of medical schools, to the current era of managed care, when commercial interests once more have come to the fore, compromising the training of the nation's future doctors. Ludmerer portrays the experience of learning medicine from the perspective of students, house officers, faculty, administrators, and patients, and he traces the immense impact on academic medical centers of outside factors such as World War II, the National Institutes of Health, private medical insurance, and Medicare and Medicaid. Most notably, the book explores the very real threats to medical education in the current environment of managed care, viewing these developments not as a catastrophe but as a challenge to make many long overdue changes in medical education and medical practice. Panoramic in scope, meticulously researched, brilliantly argued, and engagingly written, Time to Heal is both a stunning work of scholarship and a courageous critique of modern medical education. The definitive book on the subject, it provides an indispensable framework for making informed choices about the future of medical education and health care in America.

Is higher education a right or a privilege? Who should go to college? What should they study there? These questions were hotly debated between the world wars, when an unprecedented boom in college enrollments forced Americans to struggle between their belief in the importance of educational opportunity and their desire to preserve the existing social structure. In The American College and the Culture of Aspiration, 1915–1940, David O. Levine offers the first in-depth history of higher education during this era, a period when colleges and universities became arbiters of social and economic mobility and a hierarchy of schools evolved to meet growing demands for occupational training and socialization.

"The Battle of the Classics criticizes contemporary apologetics for the humanities and presents a historically informed case for a decidedly different approach to rescuing the humanistic disciplines in American higher education. It uses the so-called Battle of the Classics of the late nineteenth and early twentieth centuries as a springboard for crafting a novel foundation for the humanistic tradition. The book argues that current defences of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It finds fault with this conventional approach, arguing that humanists cannot hope to save their disciplines without arguing in favour of particular humanities content. As the lacklustre defences of the classical humanities in the late nineteenth century help prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favour a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities while steering clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education"--

Educational reform, and to a lesser extent educational dissent, occupy a prominent place in the annals of U.S. education. Whether based on religious, cultural, social, philosophical, or pedagogical grounds, they are ever-present in our educational history. Although some reforms have been presented as a remedy for society′s ills, most programs were aimed toward practical transformation of the existing system to ensure that each child will have a better opportunity to succeed in U.S. society. Educational reform is a topic rich with ideas, rife with controversy, and vital in its outcome for school patrons, educators, and the nation as a whole. With nearly 450 entries, these two volumes comprise the first reference work to bring together the strands of reform and reformers and dissent and dissenters in one place as a resource for parents, policymakers, scholars, teachers, and those studying to enter the teaching profession. Key Features Opens with a historical overview of educational reform and dissent and a timeline of key reforms, legislation, publications, and more Examines the reform or dissent related to education found in theories, concepts, ideas, writings, research, and practice Addresses how reformers and dissenters become significant culture-shaping people and change the way we conduct our lives Key Themes Accountability Biographies Concepts and Theories Curriculum and Instruction Diversity Finances and Economics Government Organizations?Advisory Organizations?Business and Foundations Organizations?Curriculum Organizations?Government Organizations?Professional Organizations?Think Tanks Public Policy Religion and Religious Education Reports School Types Special Needs Technology This authoritative work fills a void in the literature in the vast areas of educational reform and dissent, making it a must-have resource for any academic library. Availability in print and electronic formats provides students with convenient, easy access, wherever they may be.