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ERIC Number: ED371799
Record Type: Non-Journal
Publication Date: 1994-Jun
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Combined English Language Skills Assessment (CELSA): Analysis of Disproportionate Impact.
Thompson, Dwayne E.
In July 1990, "Standards, Policies and Procedures for the Evaluation of Assessment Instruments Used in the California Community Colleges" was published, requiring colleges to determine whether current testing practices discriminate against members of underrepresented groups. The standard for demonstrating disproportionate impact comes from the Equal Employment Opportunity Commission (EEOC) guidelines. Disproportionate impact exists when any assessment instrument yields a selection rate for any race, gender, or ethnic group which is less than 80% of the rate for the group with the highest rate. If evidence for disproportionate impact exists, the school must demonstrate that the placement test is valid and not biased. Golden West College (GWC) uses the Combined English Language Skills Assessment (CELSA) to place non-native speakers of English into English as a Second Language (ESL) or English classes. A study was conducted at GWC to determine the impact of CELSA testing on historically underrepresented groups. The tested population included all students assessed in spring, summer, and fall 1993 (N=2,205). The sample was broken down by gender, age, language, and disability status. The study found no significant patterns of disproportionate impact for gender; however, there was possible impact for age, which appears to be related to years out of school, and for disability status. Follow-up investigations are recommended to explain results. (KP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Golden West Coll., Huntington Beach, CA.