Examined differential item functioning on Kaufman Assessment Battery for Children using partial correlation technique to detect race and gender differences of children (N=100) on item means independent of overall ability differences. Found neither racially nor sexually biased items exceeded chance expectations. (Author/CM)

Examines item bias on Forms L and M of the Peabody Picture Vocabulary Test-Revised in Anglo-American and Mexican-American children (N=132). Analyses indicated bias as measured by differences in item difficulty in both groups; however, there was no clear pattern of items that were more difficult for either group. (LLL)

Investigated the criterion-related validity of the Kaufman Assessment Battery for Children (K-ABC), predicting reading comprehension, arithmetic, and general achievement, for large samples of blacks and whites tested during the standardization of the battery. The Sequential and Mental Processing Composite scales tended to overpredict black…

A study was conducted to ascertain whether use of an interpreter and/or a regular examiner in administering the WISC would affect test results of a group of Mexican-American children. Spanish administration of some scales of the performance test are likely to elicit optimum performance. (Author)

Investigated cultural bias in the 46 verbal items of the McCarthy Scales of Children's Abilities (MSCA) in 59 Anglo- and 59 Mexican-American children. Analysis of the data revealed that the majority of the verbal items of the MSCA are free from cultural bias. (JAC)

Used mainstreamed children (N=250) from four different groups (behavior disordered, learning disabled, mildly mentally retarded/educationally handicapped, and nonhandicapped) to examine rater, ratee, and sex bias in the Teacher Ratings of Social Skills (TROSS) ratings by teachers; concurrent validity and reliability; and factor congruence with a…

Major preschool tests (N=7) were administered and the results studied to find evidence of racial or sex bias. No evidence of sexual or racial dimorphism in the early structure of cognitive abilities was discovered. (Author/LAB)

This study investigated auditory discrimination as a function of ethnic group membership within the same socioeconimic status (SES). Subjects were 126 six-year-old students attending schools in a lower SES community. Contrary to previous findings, there were no differences between the groups on the Wepman Test of Auditory Discrimination. (Author)

The reliability and predictive validity of the WISC-R was investigated with 46 Mexican-American children. Approximately a year and a half after the administration of the WISC-R, scores on the Iowa Tests of Basic Skills were collected. Results indicated that the WISC-R meets minimum requirements of reliability and predictive validity with…

The 10 subtests comprising the Wechsler Intelligence Scale for Children--Revised (WISC-R) were independently factor analyzed for middle (N=107) and low (N=158) socioeconomic status children. After testing for equivalence of covariance matrices between the two groups, coefficients of congruence between factors were calculated. These coefficients…

Evaluated the test bias of the Verbal IQ as measured by the Wechsler Intelligence Scale for Children-Revised in relation to predictions of academic achievement in two different socioeconomic status groups. Results indicated that Verbal IQs are not biased with respect to socioeconomic status. (Author)

Controversy and confusion surround the question of the appropriateness of tests for minority groups. It is believed that the matter should be approached rationally and that examining it relative to empirical, construct, and content validity will be helpful. (Author)

This article describes the events leading to the National Education Association policy statement that encouraged the elimination of group standardized intelligence aptitude, and achievement tests to assess student potential or achievement until completion of a critical appraisal, review, and revision of current testing programs. The NEA also…

Under realistic individual testing conditions there is consistency between the factor structure of the Wechsler Intelligence Scale for Children-Revised (WISC-R) with Anglo and bilingual Mexican American children. This investigation failed to indicate any unfairness to the Mexican American child on the WISC-R. (Author)

Analyzes the ABIC using data on elementary children across racial and social lines. On item difficulty, scores are higher for middle-SES, older, first- or second-born children, and from families whose structures are more typical. ABIC-achievement correlations generally are too low to be of value. (Author)