Search Results
Title: Testing Conditions Influence the Race Gap in Cognition and Achievement Estimated by Household Survey Data
Resulting in 1 citation.
| 1. |
Kim, Hyoshin Baydar, Nazli Greek, April A. |
|
Testing Conditions Influence the Race Gap in Cognition and Achievement Estimated by Household Survey Data Journal of Applied Developmental Psychology 23,5 (January 2003): 567-582. Also: http://www.sciencedirect.com/science/article/pii/S0193397302001429 Cohort(s): Children of the NLSY79 Publisher: Elsevier Keyword(s): Gender Differences; Peabody Individual Achievement Test (PIAT- Math); Peabody Individual Achievement Test (PIAT- Reading); Peabody Picture Vocabulary Test (PPVT); Racial Differences; Racial Studies; Test Scores/Test theory/IRT; Testing Conditions The present study investigates the hypothesis that the race gap estimated using achievement test scores administered during household surveys may partly be accounted for by measurable testing conditions such as interviewer characteristics, interviewer-child interactions, and the testing environment in the home. Using the child assessments of the National Longitudinal Survey of Youth (NLSY) in 1992, the findings clearly indicate that the factors related to testing conditions in the home have significant effects on the test score gap between African American and White children of 6-9 years of age. The agreement between the race of the interviewer and the race of the child especially showed the positive effects on child test scores. [ABSTRACT FROM AUTHOR] |
|
|
Bibliography Citation
Kim, Hyoshin, Nazli Baydar and April A. Greek. "Testing Conditions Influence the Race Gap in Cognition and Achievement Estimated by Household Survey Data." Journal of Applied Developmental Psychology 23,5 (January 2003): 567-582.
|