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Measuring Up

Challenges Minorities Face in Educational Assessment

  • Arie L. Nettles
  • Michael T. Nettles

Part of the Evaluation in Education and Human Services book series (EEHS, volume 48)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Issuing the Challenge

    1. Arie L. Nettles, Michael T. Nettles
      Pages 1-11
  3. Validity Standards and Principles on Equity in Educational Testing and Assessment

  4. The Implications of Content Standards and Assessments for the Economically Disadvantaged, Minorities and Women

  5. Finding One’s Voice: A Model for More Equitable Assessment

  6. Advances in Portfolio Assessment with Applications to Urban School Populations

  7. Fairness and Equity in Measuring Student Learning Using a Mathematics Performance Assessment: Results from the Quasar Project

  8. Improving the Equity and Validity of Assessment-based Information Systems

    1. Zenaida Aguirre-Muñoz, Eva L. Baker
      Pages 121-136
  9. Performance Assessment & Issues of Differential Impact: The British Experience- Lessons for America

    1. George F. Madaus, Anastasia E. Raczek, Sally Thomas
      Pages 137-165
  10. The Case for Affirmative Action in Higher Education

    1. William H. Gray III, Michael T. Nettles, Laura W. Perna, Kimberley C. Edelin
      Pages 167-194
  11. Epilogue

    1. Front Matter
      Pages 195-195
    2. William H. Gray III, Michael T. Nettles, Catherine M. Millett
      Pages 197-207
    3. Arie L. Nettles, Kimberly Gene Browning, Regena Fails-Nelson
      Pages 235-250
  12. Back Matter
    Pages 251-266

About this book

Introduction

Measuring Up revisits vital issues of equity and assessment through the research efforts and insights of many of the nation's most prominent educators and assessment experts. As its most urgent purpose, the publication aims to sensitize readers to the unfairness and inappropriate uses of testing instruments which under optimal circumstances have the potential to benefit all students.
With America fervently espousing both national and state testing, the differential performance by race and social class raises the specter of tests as barriers to life milestones such as promotion, graduation, and college admissions. In response to such punitive testing, the papers included here explore a host of models and practices that are currently being piloted both in America and abroad as educators grapple with the effects the assessment is having on minority and disadvantaged students and school systems. In the process, outcomes of innovative portfolio and authentic assessments are weighed against important standards and principles of validity and consequences.
As the various authors probe the gap between African-American and White test scores, they raise important questions of resources, family background and educational opportunity. Beyond their value of their recommendations to educators, their papers help to identify causes of pupil deficiencies in ways that can be addressed by policymakers. To reinforce the emphasis on equity, several authors present a definitive defense of affirmative action as a critical counter-measure to the lack of fairness in school quality, family and social supports, and educational resources.

Keywords

Action Affirmative Action College assessment childhood childhood education children information learning mathematics quality race research school state

Editors and affiliations

  • Arie L. Nettles
    • 1
  • Michael T. Nettles
    • 2
  1. 1.University of MichiganUSA
  2. 2.Frederick D. Patterson Research InstituteUniversity of MichiganUSA

Bibliographic information