Intelligence Testing and Minority Students offers the reader a fresh opportunity to re-learn and re-consider the implications of intelligence testing. Richard R. Valencia and Lisa A. Suzuki discuss the strengths and limitations of IQ testing relative to the factors which may contribute to biased results. They review the history of the adaptation and adoption of intelligence testing; evaluate the heredity-environment debate; discuss the specific performance factors which apply to IQ testing of those in minority ethnic groups. This practical book offers the practitioner a good sense of what can be done to make testing and education serve the needs of all students fairly and validly, whatever their background.
Chapter 7: Race/Ethnicity, Intelligence, and Special Education
Race/Ethnicity, Intelligence, and Special Education
The public school system is the largest consumer of individually administered intelligence tests in the United States. Scores obtained on intelligence measures have been identified by many scholars as a primary factor in the determination of special education eligibility, classification, and placement. Numerous controversies have arisen in this educational arena with regard to charges of cultural test bias (see Chapter 5 of this book) and overrepresentation of particular racial/ethnic groups (e.g., African Americans) in specific special education categories (i.e., mild/educable mentally retarded and learning disabled). Acknowledgment of the overrepresentation problem was brought to the forefront several decades ago by Dunn (1968, cited in Artiles & Trent, 1994).
Recently, New York State was cited as failing to meet ...