• Corpus ID: 7864747

Testing, Diversity, and Merit: A Reply to Dan Subotnik and Others

  title={Testing, Diversity, and Merit: A Reply to Dan Subotnik and Others},
  author={Andrea Anne Curcio and Carol L. Chomsky and Eileen R. Kaufman},
  journal={University of Massachusetts Law Review},
The false dichotomy between achieving diversity and rewarding merit frequently surfaces in discussions about decisions on university and law school admissions, scholarships, law licenses, jobs, and promotions. "Merit" judgments are often based on the results of standardized tests meant to predict who has the best chance to succeed if given the opportunity to do so. This Article criticizes over-reliance on standardized tests and responds to suggestions that challenging the use of such tests… 

Institutional Racial Representation and Equity Gaps in College Graduation

ABSTRACT College graduation rates for racially minoritized students are adversely affected by structural barriers and hostile campus racial climates, which lead to notable equity gaps within and

Measuring Law Student Success From Admissions Through Bar Passage: More Data the Bench, Bar and Academy Need to Know

Scholarly Paper Submitted to AccessLex Institute and Association for Institutional Research (AIR) Research and Dissertation Fellows Program (Grant RG19960). This research was supported by the



A Systematic Response to Systemic Disadvantage: A Response to Sander

In a recent article in the Stanford Law Review, Professor Richard Sander argues that law schools should dramatically reduce or eliminate their affirmative action policies for black applicants because

Incremental validity of situational judgment tests

Using 3 different samples, the authors assessed the incremental validity of situational judgment inventories (SJIs), relative to job knowledge, cognitive ability, job experience, and

A Time-Lag Analysis of the Relationships Among PISA Scores, Scientific Research Publication, and Economic Performance

Due to the poor performance of US students in international math and science tests, many authors worry that the US lead in science is in jeopardy. A recent study by Chen and Luoh (Soc Indic Res 96:

The g-ocentric View of Intelligence and Job Performance Is Wrong

In their article, Ree and Earles summarized a vast research literature on the efficacy of g, or general intelli gence, in predicting job performance, both in training phases and in application of job

Confirmation Bias: A Ubiquitous Phenomenon in Many Guises

Confirmation bias, as the term is typically used in the psychological literature, connotes the seeking or interpreting of evidence in ways that are partial to existing beliefs, expectations, or a

The relationship of emotional intelligence with academic intelligence and the Big Five

The present study examines the relationship of self‐ and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional

The Black-White Test Score Gap

The Supreme Court's 2003 decision to uphold affirmative action in college admissions suggests that special treatment may be unnecessary in 25 years. But achieving equality without affirmative action