I have a real-world anecdote about the importance of Affirmative Action. In the late nineties, state schools in California were forced to drop race-aware preferences. In 1997 there were 567 African American students enrolled at UC Berkeley, that number now fluctuates between 100 and 200--barely two percent of the freshman class. To top it off, Berkeley is right next to the majority black city of Oakland and the campus is less than a 15 minute drive from my West Oakland home.

During my student orientation, I saw at most three African Americans in attendance [to be fair, I am the only Colombian-Palestinian I am aware of currently enrolled at UCB].

What's worse, is that all of the students in my current summer session class are dumb as a bag of hammers--really, none of these people are prepared for college nor do any of them strike me as especially intelligent. In terms of raw ability, very few of them really belong here, no matter what their race is. Their acceptance is merely a matter of the opportunities they received as a result of the school district and schools they attended, which has a lot to do with their parents' income, and of course, their parents' race.

http://www.civilrights.org/equal-opportunity/education/post-proposition-209-black-admissions-continue-to-drop-at-uc-berkeley.html

No argument from me. I was just trailing along after bernbart. I have no problem with the notion of "free" practice tests. As I understand it, ETS makes TOEFL practice tests free to any person prepping for that test.

What I'd prefer to see "free" are prep classes for an array of examination types. Or, even better, straight graded coursework in the subject/occupational domain of the test at a means-tested price. Better an environment in which the individual actually has an opportunity to learn something whether they "pass the test" or not, and an incentive to work at it.

The problem is many students even those with good grades are not getting a good education in our CA educational system which inflates grades in AP classes. Of course they may be able to type and take tests.

And for those supporting taking practice tests. Why do es anyone need to practice taking a test, you should know the material. Otherwise your not learning anything except how to take a test.

"If you told me you had arthritis I'd be sympathetic"..

I do, but I'm not looking for sympathy.

Besides the 'written word' is some what different from typing skills.

From the WTF?! department: "I remember after graduating from college during a job interview, I was asked if I could type. I said no I was not applying for a typing job. The male interviewing me said I could work my way up through the typing job. I replied I went to college so I would not have to type and I asked him if he required the men to work their way up in advertising through typing jobs. Of course they did not. NO make ever had to face that kind of bullshit in the 60s and 70s."

Back in the 60's (1966 if you want a date) one of the courses we had to take was typing (this was in Junior High School). The rationale was, how the hell are you going to go to University if you can't type? It's a skill, unlike using a slide rule or an abacus, that pays off. Obviously you missed that boat. Most of your posts are not only illogical, but illiterate. And full of self-revealing bullshit. Your screed really sounds like you have a few bigger problems besides being 'kollege-ejucated'. The "male interviewing me" -- gotcha, only males had positions of power back in those days, and they wuz all sexist pigs. Then the clincher, "I went to college so I wouldn't have to type". Yeah, right. We hire less-edjucated folks to do that. Sorry bernheart, but I have to call B.S. BTW -- what is Mad Men???

Given that test results are used for competitive placement opportunities in an array of academic and occupational settings, and give that, with some variability, test prep has been demonstrated to raise scores on standardized tests, would you agree - or, accept - that there is an incentive for people to take advantage of test preparation?

And, knowing that incentive exists, I'll ask you again,

Do you see any way to effectively ban practice tests? Or, an effective way to know that a test taker took a practice test?

Sorry totallyblase, I have to call bullshit. I learned how to type and use a slide rule in high school, and had to do both at college. They use abacuses in banks all over the Far East (nowadays the abacuses are longer, aluminum framed, and have calculators at one end).

First, the diversity metrics you provided are shocking (no Casablanca funny stuff intended). It reflects poorly on the university.

The piece you referenced was from 2004. I wonder if anybody has challenged the school since then and what current stats may reflect. I'm not asking you to provide an answer, just thinking out loud.

What's worse, is that all of the students in my current summer session class are dumb as a bag of hammers--really, none of these people are prepared for college nor do any of them strike me as especially intelligent. In terms of raw ability, very few of them really belong here, no matter what their race is.

I have nothing to back this up with other than personal experience, but the dumb factor/perception you note may be "influenced" by your age. I went back to school after 40 and made the same observation you just did. And it's down right frustrating especially if you have to do anything in teams, not to mention how much classroom discussion in general is effected.

I found, generally speaking, the older the students, the greater the intellect (perceived or otherwise). The "dumb" ones may have had off the chart test scores and GPA's prior to admission, but few displayed any evidence. And they scored highly on course work that I felt was sub-par for most.