Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

No description available.

This research focused on the cultural bias in the items the California Achievement Tests (CAT). Performance variability was examined across all individual items of the CAT for the third graders from four ethnic groups. A sample of 1600 third grade children was randomly selected from population of children attending various elementary schools in the state of Arizona. Four hundred subjects within each ethnic group were matched for sex, ethnicity, and grade level. A two-factor (items scores and ethnicity) ANOVA procedure was used to examine the interaction between the item performances and ethnicity for groups of Anglo and Black, Hispanic, and American Indian on all individual test items of the eight subtest of the CAT. An examination of obtained findings revealed that a total of 31 items were found to be as culturally biased against Hispanic, Blacks, and Native-American children. Of these items, thirty were biased toward American Indians, six items were biased toward Hispanics, and four items were biased toward Blacks. Some items were biased toward more than one ethnic group. Twenty-eight items identified as biased belonged to five of the six language subtests and three items are part of one of the two mathematics subtests. It should be noted that even though most of the items (98%) did not reveal any statistical evidence of bias, there were only four items (1.9%) on which minority group children performed higher than did the Anglo children. The overall direction of the findings would seem to suggest that most of the content of the CAT is free from cultural bias.

The correlation coefficient between an ability test and achievement test is necessary in order to estimate the effects of the regression of IQ on achievement when calculating a discrepancy between them for the purpose of classifying a child as learning disabled. Weighted mean correlations and their respective variances were computed across studies for one of 11 ability-achievement test pairs using a meta-analysis procedure called Validity Generalization. The results indicated that there is no "global correlation coefficient" that will accurately represent the relationship between all ability and achievement tests. Furthermore, critical data necessary to adjust correlations and their respective variances for statistical artifacts were not reported in the literature. Thus, the results obtained from the subgroups could be due to capitalization on chance.

No description available.

Thesis (D.A.)--George Mason University, 2008. / Vita: p. 72. Thesis director: Stephen H. Saperstone. Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 69-71). Also issued in print.

Thesis (M.A.)--Rowan University, 2008. / Typescript. Includes bibliographical references.

Thesis (M.S.) -- Central Connecticut State University, 2005. / Thesis advisors: Philip Halloran and Timothy Craine. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 42-44). Also available via the World Wide Web.