Culturally competent assessment: More than nonbiased tests

Journal of Child and Family Studies

Volumn 11, Issue 1, 2002, Pages 61-78

  Skiba, Russell J ^a,c   Knesting, Kimberly ^a   Bush, Lakeisha D ^a,b  

^a INDIANA UNIVERSITY   (United States)

^b UNIVERSITY OF WISCONSIN EAU CLAIRE   (United States)

^c Institute for Child Study   (United States)

Author keywords

Assessment; Disproportionate representation; Evaluation; Special education; Test bias

Indexed keywords

EID: 1542370236     PISSN: 10621024     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1014767511894     Document Type: Article

References (71)

1. Anyon, J. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 3-412.
2. Artiles, A. J., & Trent, S. C. (1994). Overrepresentation of minority students in special education: A continuing debate. Journal of Special Education, 27, 410-4137.
3. Braden.J. P. (1999). Performance assessment and diversity. School Psychology Quarterly, 14, 304-326.
4. 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.
5. Castillo, E. M., Quintana, S. M., & Zamarripa, M. X. (1999). Cultural and linguistic issues. In E. S. Shapiro & T. R. Kratochwill (Eds.), Conducting school-based assessments of child and adolescent behavior (pp. 274-308). New York: Guilford.
6. Children's Defense Fund. (1975). School suspensions: Are they helping children? Cambridge, MA: Author.
7. Cole, N. S. (1981). Bias in testing. American Psychologist, 36, 1067-1077.
8. Coleman, J. S. (1966). Equality of educational opportunity. Washington, DC: U. S. Office of Education.
9. Coutinho, M. J., & Oswald, D. P. (2000). Disproportionate representation in special education: A synthesis and recommendations. Journal of Child and Family Studies, 9, 135-156.
10. Demographic factors in American education. (1995). Arlington, VA: Educational Research Service. (ERIC Document Reproduction Service No. ED 379 773).
11. Dent, H. E. (1987). The San Francisco Public Schools experience with alternatives to IQ testing: A model for non-biased assessment. The Negro Educational Review, 38 (2-3), 146-162.
12. Duncan, G. J., Brooks-Gunn, J., & Klebanov, P. K. (1994). Economic deprivation and early childhood development. Child Development, 65, 296-318.
13. Dunn, C. (1999). Challenging racial discrimination in the public schools of New York State. Equity and Excellence in Education, 32, 19-24.
14. Dunn, L. M. (1968). Special education for the mildly retarded - is much of it justifiable? Exceptional Children, 23, 5-21.
15. Edgar, E. (1987). Secondary programs in special education: Are many of them justifiable? Exceptional Children, 53, 555-561.
16. Elliot, S. N., & Argulewicz, E. N. (1983). The influence of student ethnicity on teachers' behavior ratings of normal and learning disabled children. Hispanic Journal of Behavioral Sciences, 5, 337-345.
17. Entwisle, D. R., & Alexander, K. L. (1993). Entry into school: The beginning school transition and educational stratification in the United States. Annual Review of Sociology, 19, 401-423.
18. Fuchs, D., & Fuchs, L. S. (1986). Test procedure bias: A meta-analysis of examiner familiarity effects. Review of Educational Research, 56, 243-262.
19. Gould, S. J. (1995). Mismeasure by any measure. In R. Jacoby, & N. Glauberman (Eds.), The Bell Curve debate: History, documents, opinions (pp. 3-13). New York: Times Books.
20. Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In W. L. Heward, T. E. Heron, D. S. Hill, & J. Trap-Porter (Eds.), Focus on behavior analysis in education. Columbus, OH: Charles E. Merrill.
21. Grissmer, D., Flanagan, A. & Williamson, S. (1998). Why did the black-white score gap narrow in the 1970's and 1980's? In C. Jencks & M. Phillips (Eds.), The black-white test score gap. (pp. 182-226). Washington, D.C.: Brookings Institution Press.
22. Hallinan, M. T. (1996). Track mobility in secondary school. Social Forces, 74, 983-1002.
23. Harrington, G. M. (1975). Intelligence tests may favour the majority groups in a population. Nature, 258, 708-709.
24. Harrington, G. M. (1984). An experimental model of bias in mental testing. In C.R. Reynolds & R T. Brown (Eds.), Perspectives on bias in mental testing (pp.101-138). New York: Plenum.
25. Heller, K. A., Holtzmann, W. H., & Messick, S. (Eds.). (1982). Placing children in special education: A strategy for equity. Washington, D. C.: National Academy Press.
26. Herrnstein, R. J., & Murray, C. (1994) The Bell Curve: Intelligence and class structure in American life. New York: Free Press.
27. Hickman, J. A., & Reynolds, C. R. (1987). Are race differences in mental test scores an artifact of psychometric methods?: A test of Harrington's experimental model. Journal of Special Education, 20, 409-430.
28. Jensen, A. R. (1980). Bias in mental testing. New York: Free Press.
29. Kelly, T. J., Bullock, L. M., & Dykes, M. K. (1977). Behavioral disorders: Teachers' perceptions. Exceptional Children, 43, 316-318.
30. Kozol, J.(1991).Savage inequalities: Children in America's schools. New York: Harper.
31. Lane, K. L., Umbreit, J., & Beebe-Frankenberger, M.E. (1999). Functional assessment research on students with or at risk for EBD: 1990 to the present. Journal of Positive Behavior Interventions, 1, 101-111.
32. Larry P. v. Riles, 495 F.Supp. 926 (N.D. Cal. 1979).
33. Leacock, E. B. (1969). Teaching and learning in city schools: A comparative study. New York: Basic Books.
34. McFadden, C. A., Marsh, E. G., Price, J. Z, & Hwang, Y (1992). A study of race and gender bias in the punishment of school children. Educaton and Teatment of Children, 5, 140-146.
35. Mercer, J. R. (1979). In defense of racially and culturally nondiscriminatory assessment. School Psychology Digest, 8, 89-115.
36. Mills v. Board of Education of the District of Columbia, 3 84 F. Supp. 866 (1972).
37. Murray, C. B. (1996). Estimating achievement performance: A confirmation bias. Journal of Black Psychology, 22, 67-85.
38. National Center for Health Statistics. (1996). Vital statistics of the United States. 1992: Vol II. Mortality, Part B. Washington, D.C.: Public Health Service.
39. National Research Council (2002). Minority students in special and gifted education. Committee on Minority Representation in Special Education. Washington, D.C.: National Academy Press.
40. Oakes, J. (1982). The reproduction of inequity: The content of secondary school tracking. The Urban Review, 14, 107-120.
41. Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Washington, D.C.: National Science Foundation.
42. Oakland, T. (1980). Nonbiased assessment of minority group children. Exceptional Education Quarterly, 1, 31-46.
43. Ogbu, J. U. (1986). The consequences of the American caste system. In U. Neisser (Ed.), The school achievement of minority children: New perspectives. Hillsdale, NJ: Lawrence Erlbaum.
44. Oswald, D. P, Coutinho, M. J., Best, A. M., & Singh, N. N. (1999). Ethnic representation in special education: The influence of school-related economic and demographic variables. The Journal of Special Education, 32, 194-206.
45. PASE (Parents in Action on Special Education) v. Joseph P. Hannon, U.S. District Court, Norther District of Illinois, Eastern Division, No. 74 (3586), July, 1980.
46. Phillips, M., Brooks-Gunn, J., Duncan, G. J., Klebanov, P., & Crane, J. (1998). Family background, parenting practices, and the black-white test score gap. In C. Jencks & M. Phillips (Eds.), The black-white test score gap. (pp. 103-145). Washington, D.C.: Brookings Institution Press.
47. Phillips, M., Crouse, J., & Ralph, J. (1998). Does the black-white test score gap widen after children enter school? In C. Jencks & M. Phillips (Eds.), The black-white test score gap. (pp. 229-272). Washington, D.C.: Brookings Institution Press.
48. Polednak, A. P. (1996). Trends in U.S. urban black infant mortality by degree of residential segregation. American Journal of Public Health, 86, 723-726.
49. Rebell, M. A. (1999). Fiscal equity litigation and the democratic imperative. Equity and Excellence in Education, 32, 5-18.
50. Reschly, D. J. (1997). Disproportionate minority representation in general and special education programs: Patterns, issues, and alternatives. Des Moines, IA: Mountain Plains Regional Resource Center.
51. Roberts, M. L. (1995). Best practices in assessing environmental factors that impact student performance. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology: III (pp. 679-688). Washington, D. C.: National Association of School Psychologists.
52. Rosenbach, J. H., & Mowder, B. A. (1981). Test bias: The other side of the coin. Psychology in the Schools, 18, 450-454.
53. Shapiro, E. S. (2000). School psychology from an instructional perspective: Solving big, not little problems. School Psychology Review, 29, 560-572.
54. Shaw, R. S. & Braden, P. J. (1990). Race and gender bias in the administration of corporal punishment. School Psychology Review, 19, 378-383.
55. Shepard, L. A. (1987). The case for bias in tests of achievement and scholastic aptitute. In S. Modgil & C. Modgil (Eds.), Arthur Jensen: Consensus and controversy (pp. 177-190). New York: Falmer Press.
56. 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, D. C.: National Association of School Psychologists.
57. Singer, A. (1999). American apartheid: Race and the politics of school finance on Long Island, NY. Equity and Excellence in Education, 32, 25-35.
58. Skutnabb-Kangas, T., & Cummins, J.(1988). Minority education: From shame to struggle. Clevedon, England: Multilingual Matters.
59. Skiba, R. J., Michael, R., Nardo, A., & Peterson, R. (in press). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review.
60. Skiba, R. J., Peterson, R. L., & Williams, T. (1997). Office referrals and suspension: Disciplinary intervention in middle schools. Education and Treatment of Children, 20, 295-315.
61. Sleeter, C. E., & Grant, C. A. (1991). Race, class, gender and disability in current textbooks. In M. W. Apple & Y. L. K. Christian-Smith (Eds.), The politics of the textbook. New York: Routledge & Chapman-Hall.
62. Solomon, D., Battistich, V., & Hom, A. (1996). Teacher beliefs and practices in schools serving communities that differ in socioeconomic level. Journal of Experimental Education, 64, 327-347.
63. Sue, S. (1998). In search of cultural competence in psychotherapy and counseling. American Psychologist, 53, 440-448.
64. Suro, R. (1993, January 11). Pollution-weary minorities try civil rights tack. The New York Times National, pp. Al, A12.
65. Taylor, O. L. & Lee, D. L. (1987). Standardized tests and African-American children: Communication and language issues. The Negro Educational Review, 38, 67-80.
66. Weiss, L., & Prifitera, A. (1995). An evaluation of differential prediction of WIAT achievement scores from WISC-IIIFSIQ across ethnic and gender groups. Journal of School Psychology, 33, 297-304.
67. Welner, K. G., & Oakes, J. (1996). (Li)Ability grouping: The new suceptibility of school tracking systems to legal challenges. Harvard Educational Review, 66, 451-4172.
68. Williams, J. (1989). Reducing the disproportionately high frequency of disciplinary actions against minority students: An assessment-based policy approach. Equity and Excellence, 24(2), 31-37.
69. Wilson, W. J. (1998). The role of the environment in the black-white test score gap. In C. Jencks & M. Phillips (Eds.), The black-white test score gap. (pp. 501-510). Washington, D.C.: Brookings Institution Press.
70. Wu, S. C., Pink, W. T., Grain, R. L., & Moles, O. (1982). Student suspension: A critical reappraisal. The Urban Review, 14, 245-303.
71. Ysseldyke, J. E., & Christenson, S. L. (1987). Evaluating students' instructional environments. Remedial and Special Education, 8 (3), 17-24.