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ERIC Number: ED041047
Record Type: RIE
Publication Date: 1970-Mar
Pages: 9
Abstractor: N/A
Reference Count: 0
Discriminant Analysis of Scholastic Aptitude and Critical Thinking Tests and Levels of "Disadvantagement."
Follman, John; and Others
Differences among school children are typically measured by achievement, aptitude and/or intelligence tests. This study investigates the use of critical thinking tests to differentiate between schools of varying racial, economic, and "disadvantagement" factors; the latter being determined by Title I ESEA qualifications and U. S. Office of Education racial mix data. The Watson-Glaser Critical Thinking Appraisal Form ZM and the Cornell Critical Thinking Test Form X were administered to ninth grade students in twelve schools: Four Negro (N=249), four integrated (N=283) and four white (N=279). Discriminant function analysis of the subtest scores revealed significant differences between the three groups. Analysis of variance also yielded a significant contrast among group means. The results suggest that critical thinking tests, like achievement tests, are useful for determination of educational strengths and weaknesses. (Author/PR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the joint annual meeting of the American Educational Research Association and the National Council on Measurement in Education, Minneapolis, Minnesota, March, 1970