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Author: Price-Baker, Deirdre
Resulting in 1 citation.
1. Finch, Stephen J.
Farberman, Harvey A.
Neus, Jordan
Adams, Richard E.
Price-Baker, Deirdre
Differential Test Performance in the American Educational System: The Impact of Race and Gender
Journal of Sociology and Social Welfare 29,3 (September 2002): 89-108.
Also: http://scholarworks.wmich.edu/jssw/vol29/iss3/6/
Cohort(s): NLSY79
Publisher: Western Michigan University School of Social Work
Keyword(s): Armed Forces Qualifications Test (AFQT); Educational Attainment; Gender Differences; I.Q.; Racial Differences

Permission to reprint the abstract has not been received from the publisher.

Contrary to Herrnstein and Murray (1994) who claim that racial groups have different cognitive endowments and that these best explain differential test score achievements, our regression analyses document that there is less improvement in test scores per year of education for African-Americans and women. That is, the observed group test score differences do not appear to be due to racial cognitive differences but rather to other factors associated with group-linked experiences in the educational system. We found that 666 of the subjects in the Herrnstein-Murray database had actual IQ scores derived from school records. Using these as independent controls for IQ, we document that each of the test components that were the basis of the Herrnstein-Murray "IQ" scores was significantly associated with education level (p< .001). Consequently, their IQ score appears to be an education-related measure rather than an IQ test, and thus challenges the validity of their analysis.
Bibliography Citation
Finch, Stephen J., Harvey A. Farberman, Jordan Neus, Richard E. Adams and Deirdre Price-Baker. "Differential Test Performance in the American Educational System: The Impact of Race and Gender." Journal of Sociology and Social Welfare 29,3 (September 2002): 89-108.