Academic Growth in Predominantly Negro and Predominantly White Colleges

Centra, John A.; Linn, Robert L.; Parry, Mary Ellen

doi:10.2307/1162086

Cited by 5 publications

(4 citation statements)

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“…The rest of the literature on differential prediction bias across African Americans and Caucasians stems from group-administered tests, for example, the SATs, used to assess college success (e.g., Bridgeman, McCamley-Jenkins, & Ervin, 2000; Centra, Linn, & Parry, 1970; Clearly, 1968; Cowen & Fiori, 1991; Jensen, 1980; Mattern & Patterson, 2013; Maxey & Sawyer, 1981); and a plethora of studies comes from employment testing and the armed forces (e.g., see summary of studies in Jensen, 1980, chapter 10; Sackett, Schmitt, Ellingson, & Kablin, 2001). With the exception of Mattern and Patterson (2013), who detected an overprediction in the slope of African American and Hispanic college GPA in their large sample of 475,000 students, results from predictive validity studies generally demonstrated no bias either in the magnitude of the correlation or in the slope.…”

Section: Differential Predictive Validitymentioning

confidence: 99%

Does the KABC-II Display Ethnic Bias in the Prediction of Reading, Math, and Writing in Elementary School Through High School?

Scheiber

2016

Assessment

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This study explored whether the Kaufman Assessment Battery for Children-Second Edition (KABC-II) predicted academic achievement outcomes of the Kaufman Test of Educational Achievement-Second Edition (KTEA-II) equally well across a representative sample of African American, Hispanic, and Caucasian school-aged children ( N = 2,001) in three grade groups (1-4, 5-8, 9-12). It was of interest to study possible prediction bias in the slope and intercept of the five underlying Cattell-Horn-Carroll (CHC) cognitive factors of the KABC-II-Sequential/Gsm (Short-Term Memory), Learning/Glr (Long-Term Storage and Retrieval), Simultaneous/Gv (Visual Processing), Planning/Gf (Fluid Reasoning), and Knowledge/Gc (Crystallized Ability)-in estimating reading, writing, and math. Structural equation modeling techniques demonstrated a lack of bias in the slopes; however, four of the five CHC indexes showed a persistent overprediction of the minority groups' achievement in the intercept. The overprediction is likely attributable to institutional or societal contributions, which limit the students' ability to achieve to their fullest potential.

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Section: Differential Predictive Validitymentioning

confidence: 99%

Does the KABC-II Display Ethnic Bias in the Prediction of Reading, Math, and Writing in Elementary School Through High School?

Scheiber

2016

Assessment

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“…On page 488 the author notes that "only one white and black college prediction study has used a more exact criterion than GPA" (grade point average). The study noted is the Centra, Linn, and Parry (1970) examination of SAT-V and SAT-M as predictors of the Area Tests (Achievement Tests) of the GRE. In addition to this kind of objective criterion study, there have been studies of the prediction of essay-writing performance across groups (Breland 1977), in which a multiple choice test was shown to predict equally well both minority and nonminority performance in college in writing brief essays.…”

Section: Population Validity and Admissions Decisionsmentioning

confidence: 99%

Précis ofBias in Mental Testing

1980

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Most standard tests of intelligence and scholastic aptitude measure a general factor of cognitive ability that is common to all such tests – as well as to all complex tasks involving abstraction, reasoning, and problem-solving.The central question addressed by this inquiry is whether such tests are culturally biased in their discrimination between majority and minority groups in the United States with respect to the traditional uses of such tests in schools, college admissions, and personnel selection in industry and the armed forces.The fact that such tests discriminate statistically between various subpopulations does not itself indicate test bias. Acceptable criteria of bias are based on (1) the test's validity for predicting the performance (in school, on the job, and so on) of individuals from majority and minority groups, and (2) the internal consistency of the test with respect to relative item difficulty, factorial composition, and internal consistency/reliability.A review of empirical studies relevant to these two criteria reveals that the preponderance of evidence contradicts the popular belief that the standard tests most widely used at present are culturally biased against minorities. The tests have the same predictive validity for the practical uses of tests in all American-born, English-speaking racial and social groups in the United States.Factors in the test situation, such as the subject's “test-wiseness” and the race of the tester, are found to be negligible sources of racial group differences.

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“…DeSousa and Kuh (1996) found that although Black students were involved socially at both a historically Black college and a predominantly White college, those at the Black college were more engaged academically and reported greater educational gains in more areas. Even though students entering Black schools are farther behind, several studies have found no differences between graduates of Black and White colleges on critical achievement measures, such as graduate level standardized tests (Centra, Linn & Parry, 1970), critical thinking, reading comprehension, and mathematics achievement (Bohr, Pascarella, Nora, & Terenzini, 1995). Although Baratz and Ficklen (1983) found no difference in the market value of Black and White colleges with no controls for background differences, Constantine (1995), assessing effects later in individual careers, found that the value added in future wages was 38% higher in HBCUs compared with White institutions.…”

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confidence: 99%

The Impact of a Historically Black College on African American Students

Fleming

2001

Urban Education

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An exploratory study assessed the impact of LeMoyne-Owen College (LOC) on students. Eighty randomly selected students (34 freshmen and 46 seniors) participated. They received measures of college adjustment (to the LOC mission), faculty interaction, study habits, personal management, and social adjustment. Results were controlled for social class, aptitude, and variations in age. The results showed that (a) seniors scored higher on all five scales measuring aspects of college adjustment, (b) the strongest effect was the impact of the LOC mission, (c) males showed more widespread development by a factor of 3 to 1, (d) vocational aspiration was the best predictor of grades, and (e) grade point average was the best predictor of the socioeconomic status of vocational aspiration and was positively affected by LOC. The most important implication for institutional action is the power of the mission statement to presage effects on students. Implications for the study of Black student development in college are discussed.

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Academic Growth in Predominantly Negro and Predominantly White Colleges

Cited by 5 publications

References 0 publications

Does the KABC-II Display Ethnic Bias in the Prediction of Reading, Math, and Writing in Elementary School Through High School?

Does the KABC-II Display Ethnic Bias in the Prediction of Reading, Math, and Writing in Elementary School Through High School?

Précis ofBias in Mental Testing

The Impact of a Historically Black College on African American Students

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