ERIC Number: ED247293
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Differences in Anglo and Hispanic Performance on Standardized Tests.
Loyd, Brenda H.
One approach to test bias has focused on identifying the potential variables or factors that may be responsible for bias in a particular test for a particular subgroup. This approach was employed in this study to determine variables which may relate to differential test performance by Anglo and Hispanic students. The test materials used in this study were the Language Usage and Social Studies Reading tests of the American College Testing (ACT) Assessment. To examine potential differences in Anglo and Hispanic performance, four subgroups of items from each test were specified, with each subgroup representing a separate skill classification. Test results from 776 students, of which 403 were Anglo and 373 were Hispanic, were analyzed. Four ability levels were established on the basis of total ACT score. A two-factor (ethnic group x ability) analysis of variance design was used. The results from the Language Usage item subgroups indicated a significant ethnic group effect for each of the four subgroups. Results from the four social studies item subgroups indicated only one significant ethnic effect: in the history subgroup. The results of this study seem to suggest that differences between Anglo and Hispanic students planning to attend college may be centered in language performance. (BW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: ACT Assessment; American College Testing Program
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).