Sex Differences in Special Education Placement: Are IQ Tests Sex Biased?

Autor/inn/en	Stone, Brian J.; Jeffrey, Sharon L.
Titel	Sex Differences in Special Education Placement: Are IQ Tests Sex Biased?
Quelle	(1991), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Elementary Education; Elementary School Students; Females; Intelligence Tests; Mild Disabilities; Prediction; Predictive Measurement; Referral; Sex Bias; Sex Differences; Special Education; Student Placement; Test Bias; Testing Problems; Kaufman Assessment Battery for Children; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Elementarunterricht; Weibliches Geschlecht; Intelligence test; Intelligenztest; Vorhersage; Sex difference; Geschlechtsunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum; Testkritik
Abstract	The Wechsler Intelligence Scale for Children-Revised (WISC-R) and Kaufman Assessment Battery for Children (K-ABC) were used to predict achievement (measured by the Stanford Achievement Test) for 200 students with mild handicaps, in grades K through 6 in a rural western school district. Males scored significantly higher than females for every variable except Freedom From Distractibility (FFD). Both tests predicted achievement equally for each sex, but overall, females had significantly lower ability and achievement scores. It is concluded that the intelligence tests are not biased, and are therefore not responsible for the disproportion of male students in special education. It is also concluded that females must function at a lower level than males to be placed in special education. (Contains 18 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC