3. One goal of standardized tests in the early 1900s was to get the better students and a more diverse group of students into the better schools rather than lean very heavily on feeder WASP private schools (which had been standard up until then). There were societal needs that the the existing admissions processes did not address on a number of levels.
4. Eliot, Harvard president in the early 1900s before Lowell, embraced diversity. "Eliot was bragging to The New York Times about Harvard’s racial, ethnic, and religious diversity as well as its economic class diversity."
5. A racist Lowell became president and implemented a Jewish quota in the 1920s.
6. In the 1930s, Conant, Lowell's successor, gradually eased these quotas and focused on using the SAT as less-biased assessment tool. "Eight years after rejecting the SAT for use in admissions, Harvard begins requiring all prospective scholarship students to take the SAT. The president of the university, James Conant, feels that the test provides an accurate assessment of a student's intelligence. (Conant reasons that the SAT could then be used by Harvard to select scholarship candidates from among students other than those from well-known East Coast private schools.) By 1938, all of the College Board member schools will be using the SAT to evaluate scholarship applicants."
7. In summary, Lowell's Jewish quota was only in place for a decade or so (a dark time to be sure). Prior to and after that, diversity found via various forms of merit were aggressively sought after.
8. Some of your quotes seem to suggest that academically strong students are also boring grinds. It is possible to be strong academically while also being well-rounded, regardless of your race. The definition of "well-rounded" may have been tailored during Lowell's time to exclude Jews, but a modern day definition definitely does not exclude any race by design (e.g., it is possible to be an acclaimed Asian athlete, leader, artist, etc.).
9. There are book-length treatments of the subject of Harvard's history of seeking diversity that are quite compelling (noting that Harvard never was and never has been perfect). Rather than read and quote click-bait articles about the topic, I would encourage folks to read one of these books. Student Diversity at the Big Three: Changes at Harvard, Yale, and Princeton Since the 1920s is one possible book, but I'm not sure it's the best (I read a very good one in the 00s, but I cannot remember the title or author). The Chosen is another.
I will close with a quote from the Boston Globe link above:
"Don’t be fooled by those using the Jewish quota of the mid-20th century or charges of discrimination against Asian Americans (also despicable when true, but which the lower courts convincingly found was not the case here) as an excuse to limit the inclusion of Black and Latino students at selective universities. We should be celebrating, not ending, the policies of diversity and inclusion that opened universities to Catholics, Jews, Blacks, Asians, Hispanics, women, and other outsiders."
1. A good history of the SAT and ACT can be found here: https://www.erikthered.com/tutor/sat-act-history-printable.h...
2. Here is another very solid source on the wart (Lowell): https://www.bostonglobe.com/2022/10/27/opinion/harvard-presi...
3. One goal of standardized tests in the early 1900s was to get the better students and a more diverse group of students into the better schools rather than lean very heavily on feeder WASP private schools (which had been standard up until then). There were societal needs that the the existing admissions processes did not address on a number of levels.
4. Eliot, Harvard president in the early 1900s before Lowell, embraced diversity. "Eliot was bragging to The New York Times about Harvard’s racial, ethnic, and religious diversity as well as its economic class diversity."
5. A racist Lowell became president and implemented a Jewish quota in the 1920s.
6. In the 1930s, Conant, Lowell's successor, gradually eased these quotas and focused on using the SAT as less-biased assessment tool. "Eight years after rejecting the SAT for use in admissions, Harvard begins requiring all prospective scholarship students to take the SAT. The president of the university, James Conant, feels that the test provides an accurate assessment of a student's intelligence. (Conant reasons that the SAT could then be used by Harvard to select scholarship candidates from among students other than those from well-known East Coast private schools.) By 1938, all of the College Board member schools will be using the SAT to evaluate scholarship applicants."
7. In summary, Lowell's Jewish quota was only in place for a decade or so (a dark time to be sure). Prior to and after that, diversity found via various forms of merit were aggressively sought after.
8. Some of your quotes seem to suggest that academically strong students are also boring grinds. It is possible to be strong academically while also being well-rounded, regardless of your race. The definition of "well-rounded" may have been tailored during Lowell's time to exclude Jews, but a modern day definition definitely does not exclude any race by design (e.g., it is possible to be an acclaimed Asian athlete, leader, artist, etc.).
9. There are book-length treatments of the subject of Harvard's history of seeking diversity that are quite compelling (noting that Harvard never was and never has been perfect). Rather than read and quote click-bait articles about the topic, I would encourage folks to read one of these books. Student Diversity at the Big Three: Changes at Harvard, Yale, and Princeton Since the 1920s is one possible book, but I'm not sure it's the best (I read a very good one in the 00s, but I cannot remember the title or author). The Chosen is another.
I will close with a quote from the Boston Globe link above:
"Don’t be fooled by those using the Jewish quota of the mid-20th century or charges of discrimination against Asian Americans (also despicable when true, but which the lower courts convincingly found was not the case here) as an excuse to limit the inclusion of Black and Latino students at selective universities. We should be celebrating, not ending, the policies of diversity and inclusion that opened universities to Catholics, Jews, Blacks, Asians, Hispanics, women, and other outsiders."