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ERIC Number: ED039118
Record Type: RIE
Publication Date: 1969-Dec-15
Pages: 59
Abstractor: N/A
Reference Count: 0
An Investigation of Sex Bias in Teacher Assessment of Reading Achievement of Elementary School Pupils. Final Report.
Schell, Leo M.
This study investigated whether a random sample of 50 elementary teachers, 10 in each of grades 2 through 6, in Topeka, Kansas, discriminated against elementary school boys--and in favor of girls--in rating of pupil reading achievement and assignment to reading groups. Teachers rated each pupil in their class on level of general reading achievement and classroom behavior. They also reported which reading group pupils were assigned to. Unknown to teachers, standardized test scores of reading comprehension from the regular schoolwide testing program were obtained from the central administrative office. Data were analyzed by comparative frequency distributions, intercorrelations, and multiple regression analysis. No sex bias was found either in assigning pupils to reading groups or in judging pupil reading achievement. A slight behavior bias was found on both reading group placement and teacher rating of pupil reading achievement. There was no convincing evidence of systematic, large-scale teacher bias on either criterion, overall or at any grade level, contrary to hypotheses. A bibliography is included. (Author/NH)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Kansas State Univ., Manhattan. School of Education.