A regression analysis of differential validity in intellectual assessment for black and for white inner city children

Reynolds, Cecil R.; Nigl, Alfred J.

doi:10.1080/15374418109533044

Cited by 7 publications

(5 citation statements)

References 18 publications

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“…Comparisons of correlations and a Potthoff analysis to test for identity of regression lines revealed no significant differences in the ability or function of the WISC or WISC-R to predict achievement for these two groups. Reynolds and Nigl (1981) recently replicated this study for groups of black and white, inner-city, high-poverty children, with the same basic results occurring. These studies were replicated by Reynolds and Gutkin (1980) for the WISC-R with large groups of white and Mexican-American children from the Southwest.…”

Section: Table 2 Coefficients Of Congruence Between Wisc-r Factors Dementioning

confidence: 53%

Test Bias: in God We Trust; All Others Must Have Data

Reynolds

1983

J Spec Educ

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Racial and cultural test bias continues to be a major concern among all professionals involved in the placement and treatment of handicapped children. Though embroiled in social, political, and emotional snarls, the issue must be addressed, professionally, from a primarily empirical standpoint. This paper reviews the research program of the author and several of his colleagues in their attempts to evaluate empirically the merits of the cultural-test-bias hypothesis. There is little evidence to substantiate claims of bias for well-constructed, properly standardized tests. Correspondingly, minority and other disadvantaged children with low academic and aptitude test scores need remedial and special educational help just as much as do their white middle-class counterparts.

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Section: Table 2 Coefficients Of Congruence Between Wisc-r Factors Dementioning

confidence: 53%

Test Bias: in God We Trust; All Others Must Have Data

Reynolds

1983

J Spec Educ

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“…The topic of test bias is controversial and has been the focal point of numerous debates (Bond, 1981;Reynolds & Kaiser, 1990;Reynolds & Nigl, 1981). Cole and Moss (1993) acknowledge that "given [the] diversity of values and beliefs, it is not surprising that consensus conclusions about bias and the merits of test use in debated situations have been rare " (p. 202).…”

Section: A Unified Concept Of Test Biasmentioning

confidence: 99%

“…Examination of bias through linear regression analysis is generally operationalized as meaning that a significant difference in the slope or intercept between any pair of groups indicates bias (Bond, 1981;Clarizio, 1982;Cleary, 1968;Jensen, 1980;Reynolds, 1982Reynolds, , 1983aReynolds, , 1983bReynolds & Nigl, 1981). The test for equality of slopes indicates whether the validity of the predictor is the same for each group (Cleary, 1968).…”

Section: Previous Research O N Bias In Oral Reading Fluency Probesmentioning

confidence: 99%

Examining Ethnic, Gender, Language, and Socioeconomic Bias in Oral Reading Fluency Scores among Caucasian and Hispanic Students.

Klein¹,

Jimerson²

2005

School Psychology Quarterly

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Research has demonstrated that oral reading fluency probes are reliable and valid for indexing reading achievement. If these probes are to be used for decision making, bias must be examined for various factors, including ethnicity, gender, language background, and socioeconomic status. Data from nearly 4,000 Caucasian and Hispanic students in grades one through three were used to examine potential bias in oral reading fluency scores predicting Stanford Achievement Test-Ninth Edition (SAT-9; Harcourt Brace & Co., 1997a, 1997b Total Reading scores. Using a series of hierarchical multiple regression models, bias was first examined using concurrent SAT-9 scores as the criterion and then examined using subsequent SAT-9 scores as the criterion. The results reveal that it is the combination of factors, not any one in isolation, that significantly contributes to intercept bias findings. Overall, home language emerged as the strongest factor influencing bias in the prediction of SAT-9 scores from oral reading fluency scores. The implications of these findings are discussed as related to current and proposed uses of oral reading fluency probes.In 1977, research was undertaken at the University of Minnesota to develop simple measures of reading performance (Deno, 1985). The result was a methodology traditionally referred to as curriculum-based measurement (CBM) of reading. This methodology involves having students orally read brief passages of text to determine oral reading fluency (Deno, 1985;Shinn, 1998). Decades of re-The authors would like to express their appreciation for the tremendous efforts of the ORAL-J research team at UCSB, including graduate students and undergraduate research assistants.

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“…Plus récemment, on a vu s’accroître des comparaisons impliquant des Hispaniques, des Amérindiens et des Asiatiques. Plutôt que de recenser ici un grand nombre d’études et de comparer leurs résultats, nous puiserons dans des recherches rigoureusement synthétisées par d’autres auteurs (entre autres Brown et al, 1999; Dyck, 1996; Herrnstein & Murray, 1994; Jencks & Phillips, 1998; Jensen, 1980, 1998; Mackintosh & Mascie-Taylor, 1986; Oakland, 1983; Oakland & Feigenbaum, 1979; Reynolds & Nigl, 1981; Reynolds & Kaiser, 1990; Reynolds & Hartlage, 1979; Weiss, Prifitera & Roid, 1993).…”

Section: Biais Associés à L’utilisation Pragmatiqueunclassified

Les biais culturels des tests de QI: la nature du problème.

Larivée¹,

Gagné²

2007

Canadian Psychology / Psychologie canadienne

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Resume L'objectif de ce texte est d'evaluer la pertinence des accusations concernant la presenct-de biais ciilturels dans les tests de Ol. Le texte comprcnd quatre parties. Nous presentons d'abord le sens du concept de biais en psychometric en le distinguant de trois conceptions eiTonees -egalitariste, de standardisaiion et culturallste -qui font souvent conclure a la presence de biais culturels dans les test.s de QI, Par la suite, nous abordons successivement les biais poteatiels associes a la validite pragmatique, k la validite conceptuelle et au contexte de passation. A la suite de I'analyse de Tcnsemble des donnees actuellement disponibles quant aux biais associes a la validite des tests de QI, force est de conciure qtie I'accusation souvent entendue de la presence de biais culturels n'est nullement justitiee.Au cours de la premiere tnoitie du XXe siecle, la large diffusion des tests d'aptitudes intellecttielles, conimunement appcles tests dc QI, a pennis de constater la grande etendue des diilerences individuelles dans les populations cvaluces. Meme en excliiant les cas extremes, phis de 100 points de QI separent les individus les moins intelligt-nts des plus intelligents'. La diffusion des tests, tant individuels que collcctifs, a egalement mis en lumiere un fait troublant qu'Alfred Binet avait lui-meme observe (Binet 8c Simon. 1908) : la presence de differences inter-groupes sous la forme d'ecarts de moyennes tres significatifs entre les classes socio-economiqties et divers grotipes ethniqucs. D'une part, Ies groupes socio-cconomiques desavantages obtenaient en moyenne des QI de dix a quinze points (Canadian Psychoiogy/Psycholt^e canadienne, 2007, 48:4, 221-239

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A regression analysis of differential validity in intellectual assessment for black and for white inner city children

Cited by 7 publications

References 18 publications

Test Bias: in God We Trust; All Others Must Have Data

Test Bias: in God We Trust; All Others Must Have Data

Examining Ethnic, Gender, Language, and Socioeconomic Bias in Oral Reading Fluency Scores among Caucasian and Hispanic Students.

Les biais culturels des tests de QI: la nature du problème.

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