Which is more of an ordeal: taking the SAT or writing the questions that appear on it? You might wonder after reading Andrew Ferguson’s Crazy U: One Dad’s Crash Course in Getting His Kid Into College (Simon & Schuster, 2011), a lively memoir of one father’s attempt to understand higher-education admissions rituals.
One of the most informative chapters in the book deals with the college-entrance exam that was originally known as Scholastic Aptitude Test and is now officially just the SAT. Ferguson learned that the authors of its questions must navigate a minefield of words or phrases forbidden because they might offend a test-taker or give one group an advantage over another. He summarizes some of restrictions imposed on the test-writers by the Educational Testing Service, which develops and administers the test for the College Board:
“The term ‘hearing impaired,’ to describe people whose hearing is impaired, is discouraged in favor of ‘deaf and hard of hearing.’ Test writers must steer clear of the words ‘normal’ and ‘abnormal.’ ‘Hispanic’ should not be used as a noun, and neither should ‘blind’; ‘black’ can be used only as an adjective. ‘Penthouse,’ ‘polo’ and other ‘words generally associated with wealthier social classes’ are likewise off-limits; ‘regatta,’ too, needless to say, along with any mention of luxuries or pricey financial instruments like junk bonds. ‘Elderly’ is to be avoided in describing people who are elderly. ‘America’ can’t be used to describe the United States.”