Intelligence Testing and Minority Students: Foundations, Performance Factors, and Assessment Issues

By A.R. Jensen. 2002

111 citations recorded by the source corpus.

Subfields: Safety Research

View Paper: https://www.semanticscholar.org/paper/8c97cd4d0fa19aa9e175c956c447d00ecdaf6217

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Safety Research

1. Alfredo J. Artiles
2. L. Randall
3. Stephen Kotok
4. Robert Rueda
5. R. Skiba
6. S. Luthar
7. De Pry
8. J. Salazar

Citations in the corpus

• Social–Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap (2002, background): “…concentrated efforts at improving inferior academic outcomes among disadvantaged students, a substantial achievement gap between the test scores of these students and others remains (Jencks & Phillips, 1998; National Center for Education Statistics, 2000a, 2000b; Valencia & Suzuki, 2000).”
• Council for Children with Behavioral Disorders (2008, background): “…sufficient to fully explain racial and ethnic disparities in achievement or special education referral, but more recent research suggests that test bias has not been conclusively ruled out as a contributing factor (Valencia & Suzuki, 2000), especially for English Language Learners (Abedi, 2004).”
• Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts (2005, methodology): “We should be mindful of the controversy surrounding this construct and the difficulties inherent in assessing cognitive and other abilities with language-dependent standardized tests for this group (MacSwan et al.; Valencia & Suzuki, 2001).”
• Unproven Links (2005, background): “…in special education service have been the focus of influential litigation (Larry P. v. Riles, 1984; PASE v. Hannon, 1980), extensive exploration of test bias (Jensen, 1980; Reynolds & Brown, 1984; Valencia & Suzuki, 2001), and federal panels (Heller, Holtzmann, & Messick, 1982; NRC, 2002).”
• Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “However, many scholars point out that there is more variance within racial and ethnic groups than between them (Valencia & Suzuki, 2000).”