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Test Policy and Test Performance: Education, Language, and Culture pp 129–181Cite as

Aspects of Differential Performance by Minorities on Standardized Tests: Linguistic and Sociocultural Factors

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Part of the book series: Evaluation in Education and Human Services ((EEHS,volume 23))

Abstract

Since the earliest attempts to construct and administer standardized intelligence and aptitude tests, there have been those who questioned the wisdom of using these tests, normed on white middle-class populations, in testing ethnic and linguistic minorities. As standardized testing has become more and more central to the goals of educators, administrators, and, more recently, legislative bodies at state and federal levels, the number of concerned individuals has grown.1

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  1. Mary Catherine O’Connor
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  1. Graduate School of Education, University of California, Berkeley, USA

    Bernard R. Gifford

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O’Connor, M.C. (1989). Aspects of Differential Performance by Minorities on Standardized Tests: Linguistic and Sociocultural Factors. In: Gifford, B.R. (eds) Test Policy and Test Performance: Education, Language, and Culture. Evaluation in Education and Human Services, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2500-7_8

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  • DOI: https://doi.org/10.1007/978-94-009-2500-7_8

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