The new TV show, “The Goldbergs,” which is a sitcom about life in the fad-filled 1980s, had a revealing moment in the March 11 episode. The daughter in the show, hoping to get into Stanford, was seated at the dining room table nervously opening an envelope holding the results of her SAT test. The camera focused in on a “1,300.” The girl knew it was an excellent score; her proud mom knew it, and more importantly, everyone in the TV viewing audience older than the age of 25 knew it was a great score, as well. A score of 1,300 is the numerical equivalent of saying someone is pretty darn smart – maybe not genius, which is probably reserved for those scoring 1,500 and above – but capable of holding their own in college.

In the 1980s, the maximum SAT score was a 1,600, which consisted of a math section and a verbal/reading comprehension section. The test was the same year after year; nothing changed. The SAT was the standard of standardized tests.

And then it all changed. Kids in high school still take the SAT, but it’s much different now. Here in Maine, all seniors have to take the test. Gov. John Baldacci instituted that change in hopes one barrier to college entrance would be pushed out of the way. (As if the SAT exam fee is a barrier.) But, now the SAT is scored on a scale of 2,400. Along with the traditional math and verbal sections, an essay portion worth 800 points was added in 2005. Not only that, but calculators are now allowed, and there’s no longer the analogy portion of the test. That ultimate test of one’s vocabulary and reasoning powers was done away with in 2005.

The College Board, which drafts and scores the SAT, however, is not done tweaking the test. According to an announcement made recently, in April 2016 the essay portion will become optional, thereby dropping the score back to 1,600. The College Board will also tweak the verbal section to use words “relevant” to kids of today. “No longer will students use flashcards to memorize obscure words, only to forget them the minute they put their test pencils down,” the College Board explained in a press release on the changes.

While it can be argued some of the archaic words from the tests are only used by adults trying to sound as smart as someone scoring 1,300 on the SATs, tests of one’s intelligence and comprehension and scholastic abilities are just the place “big words” should be found. The assault on grammar and spelling and even cursive writing – which, sadly, is no longer taught in school – seems not enough for education “experts” of today. Now they’re removing words deemed unnecessary from the lexicon. Perhaps “lexicon” itself will someday be excluded? How sad. Imagine telling a mathematician that some obscure, little-used number such as -4,065 wasn’t “relevant.”

If relevance is the goal, then the College Board is contradicting itself when it eliminates the essay portion. An essay shows how well kids can write, think and develop their ideas, similar to showing work on math answers. Supporters of the changes argue the essay has become useless since the College Board’s grading had become formulaic. If the test-taker follows a certain essay construct, he or she would do well no matter how silly or illogical the reasoning. However, rather than doing away with the essay, the College Board should have tweaked its own treatment of it. Nothing says more about a person’s ability to reason and succeed in college and career than a decently written essay.

In general, standardized tests are an essential way to determine someone’s aptitude for college. This is especially true as high schools do their own curriculum tweaking so as to leave no child behind. Colleges, we hope, are still holding to high standards, and most require some kind of universal measure to know what kind of student they’re admitting. The SAT, therefore, is of vital importance for college enrollment offices.

Since it’s such an indicator of future academic success, the College Board needs to pick a measure and stick with it. Tweaks and changes to curriculum and tests, we fear, are becoming a way for educational leaders to make a name for themselves, instead of doing what’s right for students and college recruiters.

Also, the test can’t be redesigned to meet the needs of today’s students. Today’s students, no matter their station in life, need to meet the expectations of the test. That’s how standards should work. When the company charged with providing a measure of academic aptitude keeps moving the goalposts every few years, it is a disservice to all involved.

–John Balentine, managing editor