Volume 2, Issue 4 (1973)
Assessment of Disadvantaged Minority Group Children
Enough has already been said and written during the past decade concerning the defects of intelligence and other standardized tests for assessing disadvantaged minority group children. The recent task force report of the National Educational Association perhaps reflects predominant attitudes among educators about this matter. The NEA task force report branded such tests as “destructive” and “grossly flawed.” The report emphasized the bias of group intelligence tests against “poor students, minorities, and those who are linguistically different.” It argued that the use of such tests denies some students access to equal educational opportunity and called for a national moratorium on standardized testing until 1975 when recommendations will be made for changes in testing. I would like to present herein some of the constructive things that school psychologists can do now to assess more adequately disadvantaged minority group children.
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