Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children

Autor/inn/en	Aston, Candice; Brown, Danice L.
Titel	Progress or Setback: Revisiting the Current State of Assessment Practices of Black Children
Quelle	In: Contemporary School Psychology, 25 (2021) 2, S.140-148 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aston, Candice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00308-7
Schlagwörter	African American Students; Student Evaluation; Psychological Evaluation; Court Litigation; Disproportionate Representation; Special Education; Cognitive Tests; Test Bias; School Psychologists; Racial Bias; California + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Psychosoziale Beurteilung; Rechtsstreit; Special needs education; Sonderpädagogik; Sonderschulwesen; Kognitiver Fähigkeitstest; Testkritik; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Racial discrimination; Rassismus; Kalifornien
Abstract	The Larry P. v. Riles case highlighted the disproportional representation of Black students in special education and called for the need of fair and nondiscriminatory psychological and educational evaluations. Despite the longstanding ban of the use of cognitive assessments with Black children in the state of California, Black children continue to be overrepresented in special education across the USA and are more likely to receive subpar educational services and supports O'Connor and Fernandez (Educational Researcher 35(6):6-11, 2006); Graves and Ye (Journal of Black Psychology 43(2):192-213, 2017). Therefore, the purpose of this study was to examine current evaluation practices with Black children and to assess how current school psychologists account for cultural biases during the assessment process. School psychologists who practice in urban, suburban, and rural districts were surveyed regarding their demographic profiles, preparedness for assessing Black students, and current assessment practices. Results indicated several notable issues regarding the use of cognitive assessments with Black students including culturally bias test content and disproportionality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01