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Race-norming, more formally called within-group score conversion and score adjustment strategy, is the practice of adjusting test scores to account for the race or ethnicity of the test-taker. [1] In the United States, it was first implemented by the Federal Government in 1981 with little publicity, [ 2 ] and was subsequently outlawed by the ...
Today, the scientific consensus is that genetics does not explain differences in IQ test performance between racial groups. [1] [2] [3] Pseudoscientific claims of inherent differences in intelligence between races have played a central role in the history of scientific racism.
Two out of three tests found no significant differences. One test found higher scores for non-white people. Moore (1986) compared black and mixed-race children adopted by either black or white middle-class families in the United States. Moore observed that 23 black and interracial children raised by white parents had a significantly higher mean ...
In 1974 Good Times sitcom episode "The I.Q. Test", the test was referenced by the Evans's daughter, Thelma. She explains the test's significance as the family discusses why the family's activist son, Michael, chose to walk out of his public school's I.Q. test, which he deemed unfairly geared towards white Americans and white culture.
Its primary goals were to enhance the item pool, update the test norms, optimize existing scales, and introduce new scales (that assess disordered eating, compulsivity, impulsivity, and self-importance). [34] It features a new, nationally representative normative sample, selected to match projections for race and ethnicity, education, and age.
The reason for the development of the Chitling Test was to show that blacks and whites are fundamentally opposed in their manner of speech. [1] Some believe that many modern day tests are racially unfair and play to the advantage of the middle class, white population.
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
For most nonverbal standardized tests, this generalization is not limited to English-speaking minorities." (p. ix). Jensen also published a summary of the book the same year which was a target article in the journal Behavioral and Brain Sciences to which 27 commentaries were printed along with the author's reply.