Abstract
One of the most enduring assumptions in American education is the belief that children of poor people, particularly those of ethnic and racial minorities, are deficient in the kind of intellectual skills that are typical of the affluent mainstream. It is an assumption that appears to be confirmed by objective evidence. Standardized tests have repeatedly demonstrated that, even when schools succeed in remedying deficiencies in basic skills these children continue to lag behind (Mullis, Dossey, Owen, & Phillips, 1993).
At the time of the Symposium on Equity and Education Testing and Assessment, Elizabeth Badger was Director of Assessment, Massachusetts Department of Education. The author is now Director of Instructional Assessment Initiatives, The College Board.
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Badger, E. (1995). The Effect of Expectations on Achieving Equity in State-Wide Testing: Lessons From Massachusetts. In: Nettles, M.T., Nettles, A.L. (eds) Equity and Excellence in Educational Testing and Assessment. Evaluation in Education and Human Services, vol 40. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-0633-7_11
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