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Klugman, Emma

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Klugman

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Klugman, Emma
Author's Publications: search.filters.isAuthorOfPublication.6aa5f8b2-6bc1-4b6d-a2c9-4274d6f1e833

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    Commentary: The Questions We Should Be Asking About Socially Responsible College Admission Testing
    (Wiley, 2021-07-16) Klugman, Emma; An, Lily; Himmelsbach, Zachary; Litschwartz, Sophie L.; Nicola, Tara P.; Nicola
    While we agree with Koljatic et al. (2021) that the college admission testing industry can and should ensure their products promote educational equity, we do not believe the corporate social responsibility framework for which the authors advocate will assist testing agencies in achieving that aim. Koljatic et al.’s argument for corporate social responsibility in testing is rooted in flawed logic, and the notion of corporate social responsibility itself has unclear and undesirable implications for the testing industry. In this commentary, we offer four examples of the types of questions that test developers, researchers, and policymakers seeking socially responsible uses of admission testing should consider instead. These questions address concerns about test validity, the added value of test scores in the admission process, the burdens tests place on marginalized students, and the perpetuation of historic biases.
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    Who Takes Stats in US High Schools? Backgrounds, Interests, & Aspirations
    (2023-07) Klugman, Emma; Sonnert, Gerhard; Sadler, Philip
    Statistics skills are increasingly required for a wide range of careers, and Statistics courses and degrees have exploded in popularity in recent years. We estimate that 920,000 US students are now taking Statistics classes in high school each year. We present results from a nationally representative survey of 15,727 college first-years attending two- and four-year institutions, of whom 26% had taken Statistics while in high school. We are the first to describe in detail this population of US high school Statistics course-takers, and present data about the demographics, career interests and values, STEM identity, grades, and test scores of those who took Statistics in high school. Latent profile analysis is used to characterize the profiles of key subgroups, illustrating the diverse skills, interests, and values of this population.