Correcting the SAT's ethnic and social-class bias: A method for reestimating SAT scores.

By R. Freedle. 2003

177 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b14346080665033e99b2affb20c7629ba35ac173

How researchers see this paper

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

In Education

In Sociology and Political Science

Citations in the corpus

Unfair Treatment? The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning (2010, methodology): “…we found between item difficulty and DIF estimates for the White/African American comparison of verbal items falls between the correlations reported by Dorans and Zeller (2004a) and the correlations found earlier by ETS researchers (Burton & Burton, 1993; Freedle, 2003; Kulick & Hu, 1989).”
The Role of Racial Identity, Academic Self-Concept, and Self-Esteem in the Prediction of Academic Outcomes for African American Students (2007, methodology): “In addition to past precedent, the GRE verbal section was used in the current study because it has been found to be more sensitive to cultural variables than the quantitative section (Freedle, 2003).”
Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance (2013, background): “Inherently, the SAT makes strong assumptions of linguistic and cultural universality at the symbolic cost of all those that do not comport or perform to those aims (Freedle, 2003; Santelices & Wilson, 2010).”
Cultural Mistrust, Academic Outcome Expectations, and Outcome Values among African American Adolescent Men (2005, background): “…programs have proved particularly challenging for African American students, who continue to score at levels significantly below other groups of students (Freedle, 2003; Helms, 476 URBAN EDUCATION, Vol. 40 No. 5, September 2005 476-496 DOI: 10.1177/0042085905278019 © 2005 Corwin Press, Inc. 2002).”
The Test-Optional Movement at America’s Selective Liberal Arts Colleges (2015, background): “However, other studies have challenged the SAT as a reliable predictor of future college success (Crouse & Trusheim, 1988; Geiser & Studley, 2002; Rothstein, 2004), and have highlighted the persistent and positive relationship between standardized test performance and socioeconomic background as wel”
New Immigrants, New Challenges: High School Social Studies Teachers and English Language Learner Instruction (2008, background): “Culture also plays a large role in determining subtle but significant differences in the meanings of words, even among native English speakers (Epstein 1998; Freedle 2003).”
Investigating Grit at a Non-Cognitive Predictor of College Success (2016, background): “In addition, because of large subgroup differences between minority and non-minority students, many believe standardized tests are ethnically and culturally biased (Freedle, 2003; Santelices & Wilson, 2010).”
A Historical View of Subgroup Performance Differences on the SAT Reasoning Test (2006, unknown): “Claims of test bias abound in the media and among persons both familiar and unfamiliar with the testing industry and/or psychometrics (e.g., FairTest, 2001; Freedle, 2003; Kohn, 2000; Rosner, 2003; Sacks, 1997).”