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ERIC Number: EJ233341
Record Type: Journal
Publication Date: 1980
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
An Investigation into the Validity of Race and Socio-Economic Status as Factors for Equalizing Student Knowledge along with an Identification of Deficiencies in Knowledge.
Stauffer, A. J.; Hinzman, Jack
Educational and Psychological Measurement, v40 n2 p525-29 Sum 1980
Race and socioeconomic status predicted achievement of disadvantaged first graders on the Stanford Early School Achievement Test; equating these factors did not establish equality of achievement. Students with kindergarten experience performed similar to norms on the letters and sounds subtests, but lower on mathematics, aural comprehension, and environment. (Author/CP)
Descriptors: Academic Achievement, Black Students, Disadvantaged Youth, Equal Education, Predictive Validity, Primary Education, Racial Differences, School Desegregation, Socioeconomic Influences, White Students
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Stanford Early School Achievement Test
Grant or Contract Numbers: N/A