Harvard Educational Review
  1. Spring 1983 Issue »

    Equity and the LSAT

    Brian Powell and Lala Carr Steelman
    Each year hundreds of thousands of hopeful individuals who compete for acceptance into undergraduate, graduate, law, and medical schools confront one major barrier—the standardized entrance exam. That such tests are used as "objective" means to legitimize inequality has been articulated elsewhere (Bowles & Gintis, 1973, 1976; Bowles & Nelson, 1974; Rosenbaum, 1976). Test results are used to winnow persons for admittance into post-secondary schools and, thus, serve to allocate desired resources. They represent a social issue that deserves careful study. The purpose of this paper is to evaluate two of the fundamental assumptions of one standardized exam—the Law School Admission Test (LSAT). In addition to presenting data that call the assumptions of the LSAT into question, we also stress the need for a public policy of open access to standardized exams, if additional research is to continue.

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    Spring 1983 Issue

    Abstracts

    Evaluating the Effect of Coaching on SAT Scores
    A Meta-Analysis
    Rebecca DerSimonian and Nan M. Laird
    What You See Is What You Get
    Consistency, Persistency, and Mediocrity in Classrooms
    Kenneth A. Sirotnik
    Equity and the LSAT
    Brian Powell and Lala Carr Steelman
    Toward Meeting the Research Needs of American Indians
    Teresa D. La Fromboise and Barbara S. Plake
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