Effects of general and specific abilities on student achievement: Similarities and differences across ethnic groups.
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Prior studies that examined test bias across different population subgroups have generally found no gender or ethnic group bias.
“Despite much discussion and debate in the literature with regard to the fairness of test instruments, those studies that have looked at test bias across different population subgroups have generally found no gender or ethnic group bias (e.g., Edwards & Oakland, 2006;Keith 1999;Keith et al. 1999;Scheiber 2016a, b;Scheiber & Kaufman, 2015;Reynolds et al. 2015;Trundt 2013).”
From Is the Cattell–Horn–Carroll-based factor structure of the Wechsler Intelligence Scale for Children—Fifth Edition (WISC-V) construct invariant for a representative sample of African–American, Hispanic, and Caucasian male and female students ages 6 to 16 years? (2016) · cites this paper as Keith 1999
Cited by
Sorted by citations
McGrew, K. S. (2009) · Intelligence · doi:10.1016/j.intell.2008.08.004 · Cited by 1,354 · see citing works
The Cattell-Horn-Carroll Theory of Cognitive Abilities
Flanagan, D. P., & Dixon, S. G. (2014) · Encyclopedia of Special Education · doi:10.1002/9781118660584.ese0431 · Cited by 225 · see citing works
Scheiber, C. (2016) · Journal of Pediatric Neuropsychology · doi:10.1007/s40817-016-0019-7 · Cited by 25 · see citing works
Dombrowski, S. C., Watkins, M. W., McGill, R. J., Canivez, G. L., Holingue, C., Pritchard, A. E., & Jacobson, L. A. (2021) · Journal of Psychoeducational Assessment · doi:10.1177/0734282920954583 · Cited by 15 · see citing works
- Authors
- Keith, T. Z.
- Affiliations
- Alfred University (US)
- Corresponding author
- Keith, Timothy Z.
- Venue
- School Psychology Quarterly
- Published
- 1999
- Volume
- 14
- Issue
- 3
- Pages
- 239-262
- ISSN
- 1045-3830 (ISSN-L)
- 1939-1560
- OpenAlex
- W2017370659
- Cited by
- 88
- References
- 0
- Citations by year
- 2025: 4 · 2024: 1 · 2023: 3 · 2022: 4 · 2021: 3 · 2020: 2 · 2019: 1 · 2018: 5 · 2017: 1 · 2016: 4 · 2015: 6 · 2014: 4 · 2013: 3 · 2012: 6
- FWCI
- 3.44
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Quarterly (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Keywords
- general intelligence, specific abilities, academic performance, ethnic differences, achievement gap, intelligence
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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