Correcting the SAT's Ethnic and Social-Class Bias: A Method for Reestimating SAT Scores 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; Harvard Education Publishing Group, 200346Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 0017-80552Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Education and Society -- Learning and Instruction -- General Education -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
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| Book | PLM | PLM Periodicals Section | Periodicals | LB 1028 H261 (Browse shelf) | Available | PER 364 CS |
ABSTRACT : The SAT has been shown to be both culturally and statistically biased against African Americans, Hispanic Americans, and Asian Americans. In this article, Roy Freedle argues for a corrective scoring method, the Revised-SAT (R-SAT), to address the nonrandom ethnic test bias patterns found in the SAT. The R-SAT, which scores only the hard items on the test, is shown to reduce the mean-score difference between African American and White SAT test-takers by one-third. Further, the R-SAT shows an increase in SAT verbal scores by as much as 200 to 300 points for individual minority test-takers. Freedle also argues that low-income White examinees benefit from the revised score as well. He develops several cognitive and cultural hypotheses to explain the ethnic regularities in responses to various test items. Freedle concludes by offering some predictions as to how ethnic populations are likely to be affected by the new designs currently being proposed for the SAT, and describes the implications of the R-SAT for increasing minority admission to select colleges. 56
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