An investigation of situational bias: Conspicuous and covert timing during curriculum-based measurement of mathematics across African American and Caucasian students

School Psychology Review

Volumn 31, Issue 4, 2002, Pages 529-539

  Evans Hampton, Tawny N ^a   Skinner, Christopher H ^b   Henington, Carlen ^a   Sims, SanPier ^a   McDaniel, C Elizabeth ^a  

^a MISSISSIPPI STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036995665     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (40)

1. Allen, B. A., & Boykin, A. W. (1992). African-American children and the educational process: Alleviating cultural discontinuity through prescriptive pedagogy. School Psychology Review, 21, 586-596.
2. Bell, P. F., Lentz, F. E., & Graden, J. L. (1992). Effects of curriculum-test overlap on standardized test scores: Identifying systematic confounds in educational decision making. School Psychology Review, 21, 644-655.
3. Boykin, A. W. (1983). The academic performance of Afro-American children. In J. Spence (Ed.), Achievement and achievement motives (pp. 321-371). San Francisco: W. Freeman.
4. Braden, J. R. (1999). Performance assessment and diversity. School Psychology Quarterly, 14, 304-326.
5. Brown, R. T., Reynolds, C. R., & Whitaker, J. S. (1999). Bias in mental testing since Bias in Mental Testing. School Psychology Quarterly, 14, 208-238.
6. Bryant, B. R., & Rivera, D. P. (1997). Educational assessment of math skills and abilities. Journal of Learning Disabilities, 30, 57-69.
7. Daly, E. J., Martens, B. K., Dool, E. J., & Hintze, J. M. (1998). Using brief functional analysis to select interventions for oral reading. Journal of Behavioral Education, 8, 203-218.
8. Daly, E. J., Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554-574.
9. Deno, S. L. (1986). Formative evaluation of individual student programs: A new role for school psychologists. School Psychology Review, 15, 358-374.
10. Deno, S. L., & Mirkin, P. K. (1977). Data-based program modification: A manual. Reston, VA: Council for Exceptional Children.
11. Derr, T. F., & Shapiro, E. S. (1989). A behavioral evaluation of curriculum-based assessment of reading. Journal of Psychoeducational Assessment, 7, 148-160.
12. Derr-Minneci, T. F., & Shapiro, E. S. (1992). Validating curriculum-based measurement in reading from a behavioral perspective. School Psychology Quarterly, 7, 2-16.
13. Dozier, A. L., & Barnes, M. J. (1997). Ethnicity, drug use status and academic performance. Adolescence, 32, 825-837.
14. Faykus, S. P., & McCurdy, B. L. (1998). Evaluating the sensitivity of the maze as an index of reading proficiency for students who are severely deficient in reading. Education & Treatment of Children, 21, 1-21.
15. Forness, S. R., Kavale, K. A., Blum, I. A., & Lloyd, J. W. (1997). Mega-analysis of meta-analyses: What works in special educational and related services. Teaching Exceptional Children, 29, 4-9.
16. Frisby, C. L. (1999a). Cultural and test session behavior: Part 1. School Psychology Quarterly, 14, 263-280.
17. Frisby, C. L. (1999b). Straight talk about cognitive assessment and diversity. School Psychology Quarterly, 14, 195-207.
18. Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., & Bentz, J. (1994). Classwide curriculum-based measurement: Helping general educators meet the challenge of student diversity. Exceptional Children, 50, 518-537.
19. Good, R. H., III, & Salvia, J. (1988). Curriculum bias in published, norm-referenced reading tests: Demonstrable effects. School Psychology Review, 17, 51-60.
20. Harris, N. (1992). A philosophical basis for an Afrocentric orientation. The Western Journal of Black Studies, 16, 153-159.
21. Hershberger, S. L., & D'Augelli, A. R. (1992). The relationship of academic performance and social support to graduation among African-Americans and white university students: A path-analytic model. Journal of Community Psychology, 20, 188-199.
22. Hill, O. W., & Stuckey, R. W. (1992). Factor structure of beliefs about time among African-American college students. Perceptual and Motor Skills, 75, 785-786.
23. Jenkins, J. R., & Pany, D. (1978). Standardized achievement tests: How useful for special education? Exceptional Children, 44, 448-453.
24. Knoff, H. M., & Dean, K. R. (1994). Curriculum-based measurement of at-risk students' reading skills: A preliminary investigation of bias. Psychological Reports, 75, 1355-1360.
25. Kranzler, J. H., Miller, M. D., & Jordan, L. (1999). An examination of racial/ethnic and gender bias on curriculum-based measurement of reading. School Psychology Quarterly, 14, 327-342.
26. Mbiti, J. S. (1970). African religions and philosophy. New York: Anchor Book.
27. Nyberg, K. L., McMillin, J. D., O'Neill-Rood, N., & Florence, J. M. (1997). Ethnic differences in academic retracking: A four-year longitudinal study. Journal of Educational Research, 91, 33-44.
28. Paulsen, K. J. (1997). Curriculum-based measurement: Translating research into school-based practice. Intervention in School and Clinic, 32, 162-167.
29. Rhymer, K. N., Henington, C., Skinner, C. H., & Looby, E. J. (1999). The effects of explicit timing on mathematics performance in second-grade Caucasian and African-American students. School Psychology Quarterly, 14, 397-407.
30. Rhymer, K. N., Skinner, C. H., Henington, C., D'Reaux, R. A., & Sims, S. (1998). Effects of explicit timing on mathematics problem completion rates in African-American third-grade elementary children. Journal of Behavioral Analysis, 31, 673-677.
31. Shapiro, E. S. (1996). Academic skills problems: Direct assessment and intervention. New York: Guilford.
32. Shapiro, E. S., & Derr, T. F. (1987). An examination of overlap between reading curricula and standardized achievement tests. Journal of Special Education, 21, 59-67.
33. Shinn, M. R. (1995). Best practices in curriculum-based measurement and its use in a problem-solving model, In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 547-567). Washington, DC: National Association of School Psychologists.
34. Shriner, J., & Salvia, J. (1988). Chronic non-correspondence between elementary math curricula and arithmetic tests. Exceptional Children, 55, 240-248.
35. Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams, S., & Johns, G. A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.
36. Skinner, C. H., Belfiore, P. J., & Watson, T. S. (1995). Assessing the relative effects of interventions in students with mild disabilities: Assessing instructional time. Assessment in Rehabilitation and Exceptionality, 2, 207-220.
37. Van Houten, R., Hill, S., & Parsons, M. (1975). An analysis of a performance feedback system: The effects of timing and feedback public posting, and praise upon academic performance and peer interaction. Journal of Applied Behavior Analysis, 8, 449-457.
38. Van Houten, R., Morrison, E., Jarvis, R., & McDonald, M. (1974). The effects of explicitly timing and feedback on compositional response rate in elementary school children. Journal of Applied Behavior Analysis, 7, 547-555.
39. Van Houten, R., & Thompson, C. (1976). The effects of explicit timing on math performance. Journal of Applied Behavior Analysis, 9, 227-230.
40. White, J. L., Parham, W.D., & Parham, T. A. (1980). Black psychology: The Afro-American tradition as an unifying force for traditional psychology. In R. L. Jones (Ed.), Blackpsychology (pp. 56-66). New York: Harper & Row.