What's Happening?
Jeremy Tate, founder and CEO of the Classic Learning Test (CLT), has intensified his social media campaign against the College Board, administrator of the SAT. Tate accused the College Board of attempting to hinder the growth of the CLT by allegedly filing
a public records request in Texas. He threatened a multi-state Freedom of Information Act (FOIA) 'war of retaliation' if the College Board continued what he perceived as 'dirty play.' Tate also criticized College Board CEO David Coleman's salary of over $2.3 million in 2024 and referenced Coleman's 2014 remarks praising Hanban, a Chinese government-affiliated education organization. The College Board, through its executive director of media relations Massie Ritsch, denied filing any records requests in Texas concerning the CLT. The individual identified by a CLT lobbyist as having filed the request, Casey Claiborne, also stated he did not do so on behalf of the College Board. Despite lacking 'hard, technical' proof, Tate expressed 99% certainty that the College Board was behind the request, calling them 'pathological liars.'
Why It's Important?
This escalating conflict highlights the intense competition and ideological divisions within the standardized testing landscape in the U.S. The CLT, which emphasizes a 'Western canon' curriculum, is gaining traction in some conservative states, challenging the long-standing dominance of the SAT and ACT. The accusations of using public records requests as a competitive tactic raise concerns about fair play and transparency in the education sector. The dispute also underscores the broader debate about the role and influence of standardized tests in college admissions, especially as many institutions reconsider their test-optional policies post-pandemic. The College Board's criticism of CLT's 'accuracy, reliability, and integrity' and its claim that CLT 'lacks the evidence required for a credible college readiness assessment' could influence how states and universities perceive and adopt alternative tests, potentially impacting student pathways to higher education.
What's Next?
The immediate future may see continued social media exchanges and potential legal maneuvers, although CLT's CFO Noah Tyler indicated they are not currently planning a FOIA war based on this single incident. The Texas Higher Education Coordinating Board is currently seeking guidance from the state attorney general on whether it can withhold certain information requested in the public records filing, which CLT is objecting to on grounds of protecting proprietary business operations and data security. The outcome of this legal review could set a precedent for how competitive information is handled in public records requests within the education sector. The broader trend of states and universities re-evaluating standardized testing requirements will continue, with organizations like FairTest advocating for more diverse assessment methods. The ongoing debate about the validity and ideological underpinnings of tests like the CLT and SAT will likely influence policy decisions at state and institutional levels.
Beyond the Headlines
This dispute delves into deeper implications regarding the ideological battle over educational content and values in the U.S. The CLT's focus on the 'Western canon' and its acceptance in 'red states' reflects a broader cultural and political movement seeking to influence curriculum and educational standards. The accusations of 'woke' and 'communist' leanings against the College Board, though dismissed by some, highlight the politicization of education. The controversy also touches upon the ethical responsibilities of non-profit organizations, particularly concerning executive compensation and transparency. The use of public records requests as a competitive tool raises questions about the weaponization of transparency laws and the potential for such actions to stifle innovation or create an uneven playing field among educational service providers. Ultimately, this conflict reflects a struggle for influence over the future direction of American education and the criteria by which student achievement is measured.
