University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2011 Selling "Dream Insurance" : The Standardized Test-preparation Industry's Search for Legitimacy, 1946-1989 Keegan Shepherd University of Central Florida Part of the Education Commons, and the History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Shepherd, Keegan, "Selling "Dream Insurance" : The Standardized Test-preparation Industry's Search for Legitimacy, 1946-1989" (2011). Electronic Theses and Dissertations, 2004-2019. 6637. https://stars.library.ucf.edu/etd/6637 SELLING “DREAM INSURANCE”: THE STANDARDIZED TEST-PREPARATION INDUSTRY‟S SEARCH FOR LEGITIMACY, 1946-1989 by KEEGAN SHEPHERD B.A. University of Central Florida, 2006 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2011 ABSTRACT This thesis analyzes the origins, growth, and legitimization of the standardized test preparation (“test-prep”) industry from the late 1940s to the end of the 1980s. In particular, this thesis focuses on the development of Stanley H. Kaplan Education Centers, Ltd. (“Kaplan”) and The Princeton Review (“TPR”), and how these companies were most conducive in making the test-prep industry and standardized test-preparation itself socially acceptable. The standardized test most frequently discussed in this thesis is the Scholastic Aptitude Test (“SAT”), especially after its development came under the control of Educational Testing Service (“ETS”), but due attention is also given to the American College Testing Program (“ACT”). This thesis argues that certain test-prep companies gained legitimacy by successfully manipulating the interstices of American business and education, and brokered legitimacy through the rhetorical devices in their advertising. However, the legitimacy for the industry at- large was gained by default as neither the American government nor the American public could conclusively demonstrate that the industry conducted wholesale fraud. The thesis also argues that standardized test manufacturers were forced to engage in a cat-and-mouse game of pseudo- antagonism and adaptation with the test-prep industry once truth-in-testing laws prescribed transparent operations in standardized testing. These developments affect the current state of American standardized testing, its fluctuating but ubiquitous presence in the college admissions process, and the perpetuation of the test-prep industry decades after its origins. ii ACKNOWLEDGMENTS I need to thank a good deal of people for their role in helping this thesis come to life. I am certain that without them, this project would have never been finished. First, I must thank Dr. Richard Crepeau. As my committee chair, he has given me the leeway to chase down rabbit holes, paint myself into corners, and make mistakes. These were invaluable moments. I also thank him for having the patience to slowly beat certain rhythms out of my writing. I must also thank the other members of my thesis committee—Dr. Edmund Kallina and Dr. Ezekiel Walker—for being patient while this thesis slowly developed. In addition, I need to thank Dr. Guadalupe García (now of Tulane University), whose conversation several semesters ago helped me finally decide on the topic of this thesis. Writing this thesis would have been insufferable without the insight, advice, guidance, and good company of several good friends. Julio Firpo, Kate MacDonald, Mike Deliz, Mike McConville, Kristen Baker, Alyson Ammann, and Daniel Jean-Jacques: you all, at one point or another, have been a tremendous help to the course of my thesis. Thank you very much. Finally, I cannot give enough thanks to my parents, Judith and John, and my brother, Jesse. Thank you for putting up with a kid who wanted to go to graduate school for history. You are all awesome. iii TABLE OF CONTENTS LIST OF ACRONYMS/ABBREVIATIONS ................................................................................ vi INTRODUCTION: ACADEMIC RATIONALITY ....................................................................... 1 Establishing Focus ...................................................................................................................... 8 Scoping the Literature ............................................................................................................... 14 Establishing Direction ............................................................................................................... 19 CHAPTER ONE: STANLEY KAPLAN, EDUCATIONAL TESTING SERVICE, AND THE ART OF ADVERTISING, 1946-1975 ....................................................................... 25 A Numbers Game ..................................................................................................................... 29 The Transition From the College Board to Educational Testing Service ................................. 35 Scoping the Competition........................................................................................................... 44 Selling Dream Insurance ........................................................................................................... 53 Conclusion ................................................................................................................................ 62 CHAPTER TWO: LEGITIMACY BY DEFAULT: THE TEST-PREP INDUSTRY‟S ACQUISITION OF ACCEPTIBILITY, 1962-1979..................................................................... 64 The College Board and Its Discontent ...................................................................................... 65 Wising Up, Dumbing Down, and Aiming For the Middle ....................................................... 71 Push the Button, Win a Prize .................................................................................................... 80 Stumbling Toward Acceptability .............................................................................................. 86 More For Less: The Creation of the Department of Education ................................................ 94 Truth in Testing......................................................................................................................... 98 Conclusion .............................................................................................................................. 101 CHAPTER THREE: EVERYBODY INTO THE POOL: THE EXPANSION OF THE TEST-PREP INDUSTRY, 1980-1989 ............................................................................... 103 The More Things Change… ................................................................................................... 105 John Katzman, Clever Advertising, and the Limits of Copyright .......................................... 112 Association, Acquisition, and the Money Game .................................................................... 121 Playing the Fool ...................................................................................................................... 127 Conclusion .............................................................................................................................. 132 iv CONCLUSION: FINAL REMARKS AND CONSIDERATIONS FOR FUTURE RESEARCH ................................................................................................................................ 135 APPENDIX: THE COURSE OF THE TEST-PREP INDUSTRY, 1990-2010 ......................... 139 REFERENCES ........................................................................................................................... 146 v LIST OF ACRONYMS/ABBREVIATIONS ACT Formerly American College Testing Program CEEB College Entrance Examination Board (or “College Board”) ETS Educational Testing Service GRE Graduate Record Examination Kaplan Formerly Stanley H. Kaplan Educational Centers SAT Formerly Scholastic Aptitude Test TPR The Princeton Review vi INTRODUCTION: ACADEMIC RATIONALITY Proper education is a touchy subject in American society. The sheer vagueness of the concept prompts constant argument over what a solid education needs to encompass, how such education ought to be structured, and why existing structures need to be reformed. A cynical question lies beneath: who will—and who will not or cannot—benefit from such change? At its core, this debate bandies between the discordant perceptions of education as a consumable good and education as a necessary service; how does education reconcile itself amidst shifting societal, political, economic, and cultural agendas? More so, how do our constructs of proper education dictate our ideas on the relationship between youth, adolescence, and adulthood?1 Currently, the debate over proper education revolves around the vast growth of for-profit post-secondary education. With increased fervor, for-profit institutes such as the University of Phoenix, DeVry, and Kaplan University are gaining educational accreditation, sometimes 1 No footnote can accurately cover the breadth of solid scholarship on American education, even if one cordons