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Urban schools


The SAT designers therefore tried to create a test that was relatively sensitive to whether a student had attend a strong or weak secondary school. In the 1960s a great amount of black students in selective colleges became a political issue Black college applicants scored below whites on all sort of tests. But whereas low scores on conventional achievement tests merely suggest that all black students were poorly prepared for college, low scores on something called an " aptitude" test suggest that blacks might suffer from some kind of innate disorder. The content on the SAT is bias. Relabeling aptitude and intelligent test can reduce concerns about racial bias, but it cannot settle the issue entirely. If blacks score far below whites on a test with real-word consequences, people will want to know who selected the questions and why they choice those questions instead of the others. If the test measures things that are taught in school, that is usually a sufficient rationale for its content, but test like the Stanford- Binet and the Scholastic Aptitude test also try to test skills to include therefore involves inane direct way. Deciding what skills to include therefore involves some what arbitrary judgments. If this were not the case, all intelligence tests would have the same subtitles. If test like Stanford Binet and the SAT emphasized domains in which blacks were usually disadvantaged, one would have reason to think there tests ere biased against blacks, no matter what their creators or distributors called them. Another way to cross content bias is to abandon a priori judgments and simply ask how much the black white various from one question to the next. If black and white children spoke relatively different languages, as some aspects on English claim, on might expect black and white children with vocabularies of equal size to know somewhat different words. In that case of the Peabody Picture Vocabulary Test show much larger black white gaps than others.


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