A compelling argument against using race as a consideration in college
             admissions is that everyone has something different about them, if one
             looks hard enough, and so anyone could claim minority status in some way.
             To use individual traits of arbitrary choice does not make sense, as this
             writer notes, "Individualism cannot be defined via individuating or
             important traits. The principle of individualism is really meant to
             capture the completely different idea that people should be judged only by
             traits they choose. That is why race, an involuntary, immutable trait, is
             an improper basis for judgment" (Levin, 1997, p. 338). One cannot choose
             one's race, but one can choose other traits to excel at, and so, traits
             that are chosen and agreed on should be used as considerations for college
             admissions, such as GPAs, athletic and social abilities, membership in
             extracurricular activities, and test scores. These are all attributes that
             students have some input and control over, and these, not traits that
             cannot be chosen and acted upon, should be used to ensure everyone gets an
             equal chance at education and advancement. The weakness here is that those
             students who do not choose to work on themselves may not gain admission;
             while the strength is that those students who work hard will have a better
             Eliminating standardized testing is also a way to eliminate race as a
             basis for college admissions. Standardized tests measure nothing but
             standard learning. Each individual is different, and should be evaluated
             on those differences, rather than what they have in common with everyone
             else. Standardized testing is also suspect as to really giving a balanced
             view of actual learning. Another writer states, "The overriding conclusion
             is neither new nor earthshaking: in crafting a college admissions policy,
             tests serve as useful, but far from perfect, tools" (Zwick, 1999, p. 320).
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