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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 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.
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 ...
Stressing the similarity of average IQ scores across racial groups in the Eyferth study, James Flynn, Richard E. Nisbett, Nathan Brody, and others have interpreted it as supporting the notion that IQ differences between whites and blacks observed in many other studies are mostly or wholly cultural or environmental in origin. [10]
Published in Jet magazine on February 9, 1967, it was designed to demonstrate differences in understanding and culture between races, specifically between African Americans and Whites. [1] There have been no studies demonstrating whether the Chitling Test has validity in determining how streetwise someone is.
On measures of cognitive ability (IQ tests) and school performance, black children in the U.S. have performed worse than white children. At the time of the study, the gap in average performance between the two groups of children was approximately one standard deviation, which is equivalent to about 15 IQ points or 4 grade levels at high school graduation.
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 ...
For example, there have been increasing concerns about the negative effects of stereotype threats on MCAT, SAT, LSAT scores, etc. [15] One effort at mitigation of the negative consequences of stereotype threat involves rescaling standardized test scores to adjust for the adverse effects of stereotypes. [85]