Administered System of Multicultural Pluralistic Assessment (SOMPA) to 700 White, 700 Black, and 700 Hispanic elementary school students. Ten years later, again tested 1,184 of original 2,100 students with SOMPA in high school. Results suggest that some subtests of the SOMPA may have some validity for predicting school achievement for students…

Although agreeing that the System of Multicultural Pluralistic Assessment (SOMPA) has an important purpose, the author questions some perceived weaknesses: test validity; medical model measures; sociocultural scales; estimated learning potential (ELP); and the incompleteness of SOMPA manauls for use in evaluating the system. (See also TM 504 174).…

Recent court cases leave unresolved the controversy over the presence of bias in major tests involving assessment of minority children throughout the country. Federal legislation has emphasized the need for establishing nonbiased testing procedures, and many changes in the assessment repertoire will occur in the next few years. (FG)

The paper discusses test bias; presents the rationale of the System of Multicultural Pluralistic Assessment (SOMPA), a test instrument which assumes equal cultural and racial intellectual potential but asserts that there is not one normal curve of measured intellectual performance; and suggests that the test would correct racial and cultural test…

Examined effects of applying the dual-criterion classification system for mental retardation in connection with the System of Multicultural Pluralistic Assessment (SOMPA) by using the SOMPA standardization sample as subjects. Discusses the implications for the diagnostic category of mild mental retardation and the further use of the SOMPA.…

A defense is presented against the criticism that school psychologists who critically evaluate the System of Multicultural Pluralistic Assessment (SOMPA) are biased (TM 504 174). (MH)

The System of Multicultural Pluralistic Assessment (SOMPA) is described as an example of the structural and cultural pluralistic model of assessment. Mercer's concept of estimated learning potential is described and the medical, social, and pluralistic models are mentioned. Standardization, test administration, validation, and the manuals are…

A critical review of the psychometric properties of the System of Multicultural Pluralistic Assessment (SOMPA) model for student assessment is presented. The review criticizes the lack of validity of some of the measures but praises the goals of the system. (JKS)

Two criticisms of the System of Multicultural Pluralistic Assessment (SOMPA) are discussed: the alleged abilities of SOMPA to provide an approximate measure of a child's biological capacity to learn and to obtain an approximate measure of a child's basic potential. (See also TM 504 174.) (MH)

A defense of the System of Multicultural Pluralistic Assessment (SOMPA) in response to previous articles in this issue of this journal is presented by the test developer. The defense is detailed and addresses each previous article. (JKS)

Validity data are provided for the Adaptive Behavior Inventory for Children (ABIC) and the Estimated Learning Potential (ELP) which are components of the System of Multicultural Pluralistic Assessment (SOMPA). Results lead the author to conclude that caution is indicated in the use of the two procedures. (JKS)

The administration of intelligence tests to various sociocultural groups is defended against charges that intelligence tests are discriminatory (TM 504 174). The author states that research has shown that intelligence tests are nondiscriminatory and comply with federal law, specifically Public Law 94-142. (MH)