This paper identifies and categorizes the problem of standardized testing and low scores among those from low socioeconomic
backgrounds. The paper discusses the problem without solving it or reaching a resolution and contends that it can only be rectified by a proactive adjustment of the
emphasis placed on SAT scores. The paper assesses that, until the
cultural biases of the SAT system are overcome, it should be relegated to a fulfillment of its historical mission and nothing more; it should be regarded as a supplementary record rather than a matter of extreme cultural emphasis and significance.