ERIC Number: ED239230
Record Type: RIE
Publication Date: 1983-Dec
Reference Count: 0
Sampling Bias and Limitations in Generalizations in Reporting Scores on Standardized and Criterion Referenced Reading Tests.
Carswell, Lorraine; White, William F.
To assess the impact of economic deprivation on students' reading scores in standardized tests, the vocabulary and reading comprehension portions of the California Achievement Test and the Degree of Reading Power test were admininstered to two groups of eighth grade students--60 students participating in the federal free lunch program and 60 students not participating. A test of mean differences between the two groups suggested that students receiving free lunches scored significantly lower on standardized reading tests than did students not using the lunch program and therefore assumed to be above the poverty guidelines. Comparisons of schools' test scores do not consider school differences in the percentages of children with moderate to severe economic deprivation. These results indicate, however, the need for sensitivity in comparing standardized reading scores among school programs. (MM)
Descriptors: Comparative Analysis, Criterion Referenced Tests, Economic Factors, Economically Disadvantaged, Grade 8, Junior High Schools, Lunch Programs, Reading Achievement, Reading Comprehension, Reading Research, Reading Tests, Standardized Tests, Test Bias, Test Results, Testing Problems, Vocabulary Skills
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Reading Forum (4th, Sarasota, FL, December 8-10, 1983).