Journal Article: Testing conditions influence the race gap in cognition and achievement estimated by household survey data


Achievement Measures, Cognitive Ability, Racial and Ethnic, Differences, Test Administration, Test Scores, Blacks, Childhood, Development, Interviewers, Surveys, Whites


Kim, Hyoshin; Baydar, Nazli; Greek, April


2003, Jan


The present study investigates the hypothesis that the race gap estimated using achievement test scores administered during household surveys may partly be accounted for by measurable testing conditions such as interviewer characteristics, interviewer-child interactions, and the testing environment in the home. Using the child assessments of the National Longitudinal Survey of Youth (NLSY) in 1992, the findings clearly indicate that the factors related to testing conditions in the home have significant effects on the test score gap between African American and White children of 6-9 years of age. The agreement between the race of the interviewer and the race of the child especially showed the positive effects on child test scores. (PsycINFO Database Record (c) 2008 APA ) (journal abstract)


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