The predictive validity of the California Achievement Test, Reading (CAT-R) was examined for 480 Hispanic and Anglo pupils in Grades 2 and 3. The validity of the CAT-R as a predictor for reading for combined groups of Hispanic and Anglo pupils appeared to be limited. (Author/LMO)

This article is a response to Wainer's comments on a research study representing the first major analysis of factors linked to state differences in Scholastic Aptitude Test performance. (JAZ)

Compared counselor intake judgment about White and Black clients at a university counseling center. Counselors reported significantly higher ratings on judged potential for change in Black as compared to White clients. Type and severity of presenting problem, client anxiety level, ease of expression, motivation, realism of goals, and physical…

The academic performance of Black and White freshmen on a commuter campus was compared. Even when adjustment was made for racial gaps in precollegiate preparation and abilities, Black students had significantly lower first-year grade point averages. One reason may be the impact of a lack of social integration in the negative environment of White…

The belief that large segments of the population cannot learn what others learn, or do so much less rapidly, is predominant in our educational system. For schools to educate all children effectively, changes must occur in school ideology, structure, and instructional practices. (GC)

Compared White and Black lower status female adolescents (N=94) attending an Alternative School for Dropouts on their perceptions of women's work role. No significant differences were found. Both Whites and Blacks took egalitarian positions concerning women's role in the labor market more strongly when compared to the home dimension. (JAC)

This study: (1) tested the effectiveness of the Model of Educational Productivity for predicting the inquiry skill of 17-year-olds; (2) investigated if the prediction of inquiry differed for males and females; and (3) if the prediction of inquiry skill differed for white and nonwhite students. (JN)

How four components of the fertility process--(1) the likelihood of being childless, (2) age at first birth, (3) length of birth intervals, and (4) age at termination of childbearing--contribute to the relationship among race, education, and fertility is examined. (Author/RM)

Surveyed students (N=400) from four ethnic groups for expected reactions to stressful events and preferences for help. White, Black, Hispanic, and Asian subjects completed questionnaires, which revealed differences between ethnic groups and indicated that subgroups exist within the ethnic groups. (BH)

In 1982, the College Board published a statistical report that included tables profiling the differences among racial and ethnic segments of test takers. The data behind those tables are explored and a fuller explanation of the differences in SAT scores is presented. (Author/MLW)

Constructive memory in low socioeconomic status (SES) Black and middle-SES White children was evaluated. The fourth-grade subjects in the study were tested by a recognition procedure. Results indicated that the nature of test instructions given to subjects can alter estimates of population differences in inference retention. (DWH)

Identified factors associated with college students' interest in science and mathematics and if these factors differed for men and women or for Blacks and Whites. Results are based on a 78-item questionnaire completed by 2,046 junior/senior students who participated voluntarily in the study. (JN)

Compared Black and White students' news acquisition habits and knowledge of current events on the State, national, and international levels. Among 8th graders, Blacks ranked lower than Whites in knowledge, but no significant differences between groups were found among 11th graders. All students were deficient in their knowledge of State news. (GC)

Explores roles of class differences and economic status in household structure. Provides some evidence of between-group differences in family structure, partially attributable to differences in economic status. Concludes that the importance of economic status may be offset by other factors, including family social and emotional support needs, and…

The extent to which informal contact socializes students by influencing their educational aspiration level in a commuter setting was investigated using a longitudinal data collection with the student as unit of analysis. Significant interactions between informal faculty-student contact and race were found. (Author/MLW)