Use of standardized tests in admissions in postsecondary instituions of higher education.

Calvin, Allen D.

doi:10.1037/1076-8971.6.1.20

Cited by 12 publications

(22 citation statements)

References 3 publications

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“…His views were mainstream among differential psychologists at the time (Deary et al, 2004). In fact, it was this meritocratic willingness to reduce barriers to opportunity for qualified individuals that was one of the impetuses for the creation of the SAT as a college admissions test in the 1920s (Calvin, 2000).…”

Section: Frequent Criticisms Of Terman’s Workmentioning

confidence: 99%

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

Warne

2018

Gifted Child Quarterly

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Lewis Terman is widely seen as the "father of gifted education," yet his work is controversial. Terman's "mixed legacy" includes the pioneering work in the creation of intelligence tests, the first large-scale longitudinal study, and the earliest discussions of gifted identification, curriculum, ability grouping, acceleration, and more. However, since the 1950s, Terman has been viewed as a sloppy thinker at best and a racist, sexist, and/or classist at worst. This article explores the most common criticisms of Terman's legacy: an overemphasis on IQ, support for the meritocracy, and emphasizing genetic explanations for the origin of intelligence differences over environmental ones. Each of these criticisms is justified to some extent by the historical record, and each is relevant today. Frequently overlooked, however, is Terman's willingness to form a strong opinion based on weak data. The article concludes with a discussion of the important lessons that Terman's work has for modern educators and psychologists, including his contributions to psychometrics and gifted education, his willingness to modify his opinions in the face of new evidence, and his inventiveness and inclination to experiment. Terman's legacy is complex, but one that provides insights that can enrich modern researchers and practitioners in these areas.

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Section: Frequent Criticisms Of Terman’s Workmentioning

confidence: 99%

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

Warne

2018

Gifted Child Quarterly

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“…Articles by Sheldon White (2000) and Alvin Calvin (2000) set the stage for this special issue by putting modern controversies about nature–nurture into historical and contextual perspective. Williams deserves great credit for asking these scholars to contribute articles to this special issue because neither has made their reputation in this area of scholarship, yet, as is plainly evident, both have important things to contribute.…”

Section: Part I: Intelligence Testing In Historical Perspectivementioning

confidence: 99%

So near and yet so far: Lingering questions about the use of measures of general intelligence for college admission and employment screening.

Ceci¹

2000

Psychology, Public Policy, and Law

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The evidentiary bases for the various positions taken by the authors of articles in the March 2000 special theme issue of Psychology, Public Policy, and Law, are examined. Despite some substantive disagreements among the authors, a substrate of evidence is accepted (or, at the very least, goes unchallenged) by all authors. Although the substantial progress made by psychometric researchers is acknowledged, there remains a critical need to probe ever more deeply into the nature of intelligence and the meaning of correlations between ability tests and performance at school and at work. The author concludes by arguing that the concept of general intelligence may have considerable predictive usefulness whenever the situation calls for making a limited number of choices among many applicants but that there are lingering conceptual limitations about its meaning.

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“…Norm-based standardized cognitive testing was originally developed in order to solve practical problems related to deciding who was most likely to benefit from special education, as well as for the purpose of putting an end to subjective and racially biased decision-making in college admissions. More pointedly, standardized testing for college admissions was aggressively developed to select applicants on the basis of merit rather than on the basis of wealth, privilege, or nepotism (Calvin, 2000). In the context of the Larry P. case, it has been forgotten that scores on IQ tests can also prevent referred children from being placed in special education when their scores do not fall within the appropriate eligibility range (Lambert, 1981).…”

Section: Lesson No 4: the Larry P Test Ban Has Sparked A Renewed Apmentioning

confidence: 99%

Science, Politics, and Best Practice: 35 Years After Larry P.

Frisby

Henry²

2015

Contemp School Psychol

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A little over 35 years have passed since the original Larry P.There are only a few occasions where established scientific findings, contentious ideological politics, and best practice principles for psychological service delivery in schools collide so publicly as in the events surrounding the Larry P. case in California and its aftermath.At the time of this writing, professionals working as school psychologists in California are forbidden by state directive to administer standardized intelligence (or IQ) tests to AfricanAmerican students for any special education-related purpose. This state prohibition has been in effect since 1986 (CASP vs. Supt, 1994), which in turn was set into motion by the Larry P. v. Riles court decision ruled in 1979 (Larry P. v. Riles, 1979). The brief moniker BLarry P. trial^will be used in this article to refer to a class action lawsuit which claimed that black children in the state of California were being disproportionately placed into (what was called at the time) Educable Mentally Retarded (EMR) classes, primarily as a result of Bracial bias^in the intelligence tests used for special education placement decisions.We begin by defining, then describing the Bdisproportionality issue^in special education. Next, the events leading up to, during, and following the Larry P. decision of 1979 are briefly reviewed-with a particular emphasis on how California's professional school psychology association and state department of education responded to these events, and how these responses subsequently influenced assessment practices in California schools. Next, the current state of school psychology assessment practices in California is discussed. Finally, the paper concludes with lessons learned that summarize the implications of the Larry P. case for state professional organizations for school psychologists, specifically, and the school psychology profession, generally.

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Use of standardized tests in admissions in postsecondary instituions of higher education.

Cited by 12 publications

References 3 publications

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

An Evaluation (and Vindication?) of Lewis Terman: What the Father of Gifted Education Can Teach the 21st Century

So near and yet so far: Lingering questions about the use of measures of general intelligence for college admission and employment screening.

Science, Politics, and Best Practice: 35 Years After Larry P.

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