Provides an overview of the status of Latino admissions, enrollment, and retention in colleges and universities in the State of Illinois. Focuses on (1) the use of standardized tests for Hispanic admissions and (2) access to the TRIO programs (special services to address retention problems) by Hispanics. (Author/GC)

This paper critically examines two distinct but closely related aspects of the testing controversy in industry and business. One aspect concerns the possibility of differential validity for racial or ethnic groups while the other deals with efforts to define test bias methodologically. (Author)

Presents a typology of institutional racism: (1) pre-requisites which exclude dis-proportionate numbers of blacks; (2) freezing, which occurs when standards are rigorously applied to all applicants, but only after most whites qualified during a period of less stringent requirements, and, (3) mapping, consisting of drawing geographical lines so as…

This study examined the construct validity of the Motivation Orientation and Language Learning Strategy Scales: For Spanish as a Foreign Language (MOLLS). The MOLLS is a Likert-type scale, that has 20 items in 5 broad categories in the motivation orientation scale (MOS) and 18 items in 3 broad categories in the language learning strategies scale…

This is the College Board's response to Roy O. Freedle's article in the Harvard Educational Review, entitled "Correcting the SAT's Ethnic and Social Class Bias: A Method for Reestimating SAT Scores." It is the authors' view that Freedle has presented no argument that would justify removing or de-emphasizing a critical college success…

An analysis by the Media program staff members of the Human Rights Commission of San Francisco of the circumstances under which group intelligence testing has been ended in the San Francisco Unified School District as of March 1973, and of related issues concerning educational diagnosis. (JM)

The findings in the present study show that an understanding of subject matter tends to be more important than the forms which academic interrogation may take. Hence a solution to the problem of cultural bias seems to relate to remedial academic skills. (Author)

Based on a talk given at the College Entrance Examination Board's colloquium on barriers to higher education, held at Wingspread Conference Center of the Johnson Foundation, Racine, Wis., June 1970 (RJ)

Much of the debate on testing over the last two decades has centered on issues of equity. In this review of testing and the minority child, the ways in which schools can test and use test results to help all children learn are explained. (Author)

Studied instruments which measure well-being, life satisfaction, and morale, for structural stability across age and gender in two samples of adults and older adults. Analysis showed four factors that defined dimensions underlying these measures which were constant across age and gender. (WAS)

Overrepresentation of minorities in special education classes and bias in IQ tests that allegedly underlies such placements are discussed in regard to the use of psychological tests for educational classification. Concludes that the use of tests, rather than the tests themselves, leads to discriminatory placement. Suggests solutions to this…

Analyzes psychoeducational evaluations of 180 students from a rural area and concludes that diagnosis was significantly related to the race of the student, with more White students being diagnosed as learning disabled and more Black students being labeled mentally retarded. (FL)

Investigated the Mathematics Problem Solving (MPS) and Mathematics Concepts (MC) subtests of the Iowa Tests of Basic Skills for content and psychometric item bias at grades three, six, and eight. Identified items which favored either males or females. Found no skill classification, item content, or location trends. (Author/JAC)

Test data from two diverse culture groups were analyzed to determine the agreement among four methods of detecting item bias (transformed difficulty, discrimination differences, chi-square, and item characteristic curve). The test battery contained 155 items from six subtests: vocabulary, reading comprehension, mathematics, letter groups,…

The article presents a review of test abuse and misuse with the Chicano. It reviews several measures undertaken to rectify abuses and misuses of tests but that have frequently been the source of new problems while not really ameliorating the basic condition, e.g., test translations, adding points, renorming test scores, and importing tests. (NQ)