Considering the Impact of Standardized Testing on Workforce Diversity

Authors

DOI:

https://doi.org/10.5195/ie.2024.466

Keywords:

standardized tests, college admission, workforce development, CANDEL

Abstract

Today, we revisit our initial stance of eliminating standardized test scores from the college admissions process to improve equity and student diversity. With refreshed data about test-optional admissions, we address the import of institutional responsiveness to redress persistent equity gaps that impact our state’s workforce diversity and hiring challenges. Leveraging data to inform advocacy is representative of the skillset cultivated in the CANDEL program for evidence-based decision-making. Moreover, the pre-pandemic position over standardized testing exemplifies how CANDEL encouraged us to explore novel approaches to address persistent and troublesome equity issues. With leadership roles in the community college and the University of California systems and a particular emphasis on workforce development, we reflect on the CANDEL ethos of scholar-practitioner leadership in our practice areas to promote equitable educational and career outcomes.

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Published

2024-08-06

How to Cite

Huling, L., Sommer, C., & Young, I. (2024). Considering the Impact of Standardized Testing on Workforce Diversity. Impacting Education: Journal on Transforming Professional Practice, 9(3), 34–38. https://doi.org/10.5195/ie.2024.466

Issue

Vol. 9 No. 3 (2024): Voices from CANDEL: Leading for Equity and the Scholar-Practitioner Journey

Section

Themed-Leadership for Equity: Voices from CANDEL

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Copyright (c) 2024 Lyndon Huling, Cynthia Sommer, Ira Young

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