An Investigation Into the Validity of Race and Socio-Economic Status as Factors for Equalizing Student Knowledge Along With an Identification of Deficiencies in Knowledge

Abstract

The purposes of this study were to corroborate the equality of student assignment, to investigate the validity of race and socio-economic status (SES) as a basis for establishing equality of achievement, and to identify deficiencies in knowledge of disadvantaged students. The sample consisted of 683 first-grade pupils in one southern agricultural county. The Stanford Early School Achievement Test was administered to the entire first-grade class. Race and SES had validity for predicting student knowledge; however, equating race and SES did not equalize knowledge. Disadvantaged pupils with kindergarten experience were not significantly different from the norm group in the subtest of Letters and Sounds, but were significantly lower in Mathematics, Aural Comprehension, and Environment. Research into the role played by observing the environment and by developing concepts in relation to underachievement in disadvantaged students is recommended.