ERIC Number: ED034594
Record Type: RIE
Publication Date: 1969-Nov
Reference Count: 0
Standardized Tests and the Disadvantaged.
Rankin, Richard J.; Henderson, Ronald W.
The purpose of this paper is to evaluate the reliability of the Wechsler Preschool and Primary Scale of Intelligence and to measure whether this reliability is affected when subjects are from a disadvantaged group. The subjects were 25 male and 24 female 5 1/2-year-old poor Mexican-Americans. Generally, the Wechsler Preschool Scale showed high reliability with this sample, full scale reliability being .95. The impact of disadvantage can be seen by comparing the scale scores of this group with the results reported for an Anglo-American standardization group. The Mexican-American group falls below the general mean in all subtests, noticeably in the verbal section and most notably in the information and similarities sections of the Wechsler Scale. The high reliability of the scale suggests implications for testing children from ethnic minorities. Since most of the children had limited facility with English, study results will encourage researchers who want an accurate measure of intellectual skills required for successful performance in technical cultures. Measurement within a disadvantaged group may not require new tests to predict skills but may depend upon the use of tests sampling existing known factors and utilizing them to predict within groups. Norms should be established for the specific group tested. (JF)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Div. of Educational Labs.
Authoring Institution: Arizona Univ., Tucson. Arizona Center for Early Childhood Education.; Illinois Univ., Urbana, National Lab. on Early Childhood Education.