Volume 6, Issue 1 (1977)
The Struggle for Children's Rights: Critical Juncture for School Psychology
The past decade has been a time of turmoil and uncertainty in the field of school psychology. The use and abuse of standardized tests, especially those which purport to measure “intelligence,” has come under increasing criticism from members of minority groups (Bernal, 1975 ; De Avila & Havassy, 1975 ; Jackson, 1975 ; Samuda, 1975; Williams, 1974) and from state and federal courts (Diana v. California State Board of Education, Note 1; Larry P. v. Riles, Note 2) and from the academic community (Kamin, 1974 ; Mercer, 1974a, 197430, 1975 ; Mercer & Brown, 1973). Criticism of this nature could be the harbinger of the demise of a profession whose status and function has been built upon the administration and interpretation of standardized tests within a public school setting. On the other hand, if accepted as a constructive challenge, it could mark the beginning of an expanded and beneficent role for the school psychologist in the service of children and their families. Which it will be depends, in large measure, on the response which the profession makes to the current controversy.
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