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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 ...
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.
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 ...
In 2005 the journal Psychology, Public Policy and Law of the American Psychological Association (APA) published a review article by Rushton and Jensen, "Thirty Years of Research on Race Differences in Cognitive Ability". [170] The article was followed by a series of responses, some in support, some critical.
[14] [15] However, males score higher on standardized math tests, and these score gaps also increase with age. Male students also score higher on measures of college readiness, such as the AP Calculus exams [16] and the math section of the SAT. [17] [18] Significant race or sex differences exist in the completion of Algebra I. [19]
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.
The definition of a standardized test has changed somewhat over time. [3] In 1960, standardized tests were defined as those in which the conditions and content were equal for everyone taking the test, regardless of when, where, or by whom the test was given or graded. Standardized tests have a consistent, uniform method for scoring. [4]