Curriculum-based measurement of at-risk students' reading skills: a preliminary investigation of bias.
This study was a preliminary investigation of gender, socioeconomic status, and racial bias in curriculum-based measurement reading probes using students from an inner city, Chapter 1 elementary school. The reading probes involved brief 1-min. reading samples of middle-of-grade reading passages from Grade 1 through 4 as drawn from the reading texts used in the participating students' own classrooms. Analysis indicated that, except for socioeconomic status and gender differences in Grade 1, there were no gender, socioeconomic status, or racial biases across the four grades assessed. These results were discussed in the context of research on bias.
Knoff
H M
HM
School Psychology Program, University of South Florida, Tampa 33620.
Dean
K R
KR
D001741:Black or African American / Q000523:psychology / Q000706:statistics & numerical data*; D015982:Bias; D002648:Child; D003479:Curriculum; D004522:Educational Status; D005260:Female; D005431:Florida; D006801:Humans; D008297:Male; D011932:Reading; D012959:Socioeconomic Factors; D014505:Urban Population; D044465:White People / Q000523:psychology / Q000706:statistics & numerical data*