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ERIC Number: ED079449
Record Type: RIE
Publication Date: 1973-Jul
Pages: 66
Abstractor: N/A
Reference Count: 0
Testing and Tracking: Bias in the Classroom. Inequality in Education, Number 14, July 1973.
Levy, Leah, Ed.
Inequality in Education, n14 p1-66 Jul 1973
Every school system in the country seeks a way to evaluate its educational effectiveness as well as the academic success and failres of its students. A majority of schools assume that intelligence, and therefore academic success, can be measured. Accordingly, standardized tests are used to determine intellectual capacity and level, and test results are employed as a basis for classifying and tracking students into various groups. This issue of "Inequality in Education" is designed to analyze the underlying concepts of testing and tracking, and to explore the particular educational inequities which these practices foist upon minority group children. Articles deal with: (1) an examination of the prevailing concept of intelligence and IQ in relation to varied perspectives and cultures; (2) cultural, socioeconomic and racial bias in testing and tracking; (3) a review of some legal cases involving classification in schools; (4) an examination of the history of ability groups, studies about them, and possible ways to restructure classroom grouping to have less detrimental effects on students; (5) the small educational goals of many tracked classrooms and how they relate to the success of a non-tracked special school in Massachusetts; and, (6) the flexible and individualized use of testing and grouping in a program in South Carolina. A Notes and Commentary section contains reports on recent education cases. (Author)
Center for Law and Education, Larsen Hall, 14 Appian Way, Cambridge, Mass. 02138 ($1.50)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: Harvard Univ., Cambridge, MA. Center for Law and Education.