It is the
contention of this paper that the standardized SATs, intended as a tool to help predict a student's collegiate
potential, fail to meet this objective. Instead, the exams often misrepresent or portray a
potential student in a negative light because of the cultural bias of the test. The paper asserts that this is especially true for the African-American and Latino American population. Experts in the fields of education and social sciences are quoted, and data is presented that supports the author's
contention. Other problems that are considered intrinsic to the SAT are also covered in this paper.