Culturally Competent Assessment: More Than Nonbiased Tests

Skiba, Russell J.; Knesting, Kimberly; Bush, Lakeisha D.

doi:10.1023/a:1014767511894

Cited by 42 publications

(8 citation statements)

References 35 publications

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“…Early research examined potential implications of bias in teacher ratings of performance and referral patterns, but results were mixed (Cullinan & Kauffman, 2005;MacMillan, Gresham, & Bocian, 1996). Studies of assessment bias have also been equivocal, but the consensus appears to be that differential performance is not attributable to measurement bias (Skiba, Knesting, & Bush, 2002). Others have studied educational processes, including referral and multidisciplinary teaming (e.g., Harry, Klingner, & Hart, 2005;Wilkinson, Ortiz, Robertson, & Kushner, 2006); and though scholars have identified shortcomings-particularly frequent disregard for legal disability criteria-researchers have not established links and causal relations to disproportionality.…”

Section: Facto R S Rel At E D T O Disp R O P O R T I O N At E Repres E N Tat I O Nmentioning

confidence: 99%

Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk

Sullivan

Bal

2013

Exceptional Children

193

163

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We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools of an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability categories, with males and students from low-income backgrounds at highest risk in most disability categories. Multilevel analyses showed that school variables were not generally significant predictors of student risk for identification. The most consistent predictors of identification across the categories were students' gender, race, socioeconomic status, and number of suspensions. We provide implications for future studies of disparities in special education, as well as practice related to identification and systemic monitoring.

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Section: Facto R S Rel At E D T O Disp R O P O R T I O N At E Repres E N Tat I O Nmentioning

confidence: 99%

Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk

Sullivan

Bal

2013

Exceptional Children

193

163

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“…These studies have mainly consisted of statistical analyses of test data and quasi-experimental studies comparing different groups of students. Skiba, Knesting, and Bush (2002) summarized past research related to cultural bias in testing into the categories of (a) construct validity, (b) sampling, (c) predictive validity, (d) item bias, (e) language, and (f) examiner bias. With the exceptions of the categories of language and item bias, these studies have been relatively inconclusive and the research findings have been consistently debated.…”

Section: Cultural Bias Researchmentioning

confidence: 99%

Cultural Bias in Testing

Kruse

2016

Update: Applications of Research in Music Education

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The findings and discussions related to cultural bias in testing have in no way been unanimous. However, the considerations of this area of inquiry may possess meaningful implications for educators of any subject. In this review of literature, I describe the issues, research, and arguments surrounding cultural bias in testing and discuss implications for the field of music education. A working description of cultural bias in testing for the purpose of this article involves the notions of (a) significantly different results for definable subgroups from apparently similar ability levels and (b) issues with the fair and equitable interpretation and use of test results. Applications of general education scholarship to music education settings include investigations and perceptions of cultural bias as well as suggestions for improved fairness consisting of addressing group differences, offering diverse ways to perform, discouraging misuse, and accommodating for differences.

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“…Researchers have determined that suspension and expulsion policies cannot be correlated with any certainty with overall school safety or improved student behavior. 54 They attribute this finding, and the suspension recidivism rate, to the fact that school exclusion, in and of itself, offers students no help in addressing the behaviors that got them in trouble. 55 Instead of promoting learning in a safe environment, zero tolerance policies promote an irrational climate of fear.…”

Section: Failure To Keep Schools Safementioning

confidence: 99%

Restoring Justice: Community Organizing to Transform School Discipline Policies

González

2015

SSRN Journal

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Culturally Competent Assessment: More Than Nonbiased Tests

Cited by 42 publications

References 35 publications

Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk

Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk

Cultural Bias in Testing

Restoring Justice: Community Organizing to Transform School Discipline Policies

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