"ACT and SAT each have their own parts of the country. The GRE has its lock on graduate admissions. And so, one could blame the companies, but really, economically, they have no incentive to change things very much because they're getting the business"

In this quote, Robert Sternberg talk about the established functions that standardized testing companies have within various instructional landscapes in the United States. His observation is multifaceted, touching on geographical circulation, market supremacy, and the capitalist inspirations of testing companies.

To start with, Sternberg acknowledges the regional preferences for the ACT and SAT tests, which are standardized tests utilized for college admissions. Historically, the ACT has actually been more popular in the Midwest and South, while the SAT has actually been favored on the East and West Coasts, although this is changing as more areas are ending up being test-optional or incorporating both tests. This local division recommends that each test has actually taken a niche, keeping their relevance and client base through these developed choices.

The reference of the GRE (Graduate Record Examination) having its "lock on graduate admissions" highlights its primary role in the postgraduate education sector. The GRE is extensively used for admission into a range of graduate programs, which indicates it holds a monopoly-like status for numerous students aspiring to continue their education beyond a bachelor's degree.

Sternberg's critical commentary on the financial incentives of these companies underlines a deeper problem. He recommends that the business behind these tests prioritize earnings and market stability over prospective reforms or enhancements to the screening system. Since they are "getting business" due to their established roles within education systems, there is little motivation to innovate or respond to criticisms concerning the fairness, accessibility, or total value of these tests.

Eventually, Sternberg's quote suggests that the present state of standardized testing is as much about economic forces and organization interests as it has to do with academic assessment. The lack of impetus for change from these companies may prevent the advancement of more equitable and reliable techniques of assessing students' academic abilities and potential.