Predictive Validity of Two Mental Ability Tests with Black Deaf Children

Abstract

In their article on intelligence and race, Bodmer and Cavalli-Sforzal argued that research on the race IQ difference would be unproductive on both theoretical and practical grounds. This may be valid from a genetic or ethical/moralistic/democratic-idealistic point of view. However, from a political point of view, the question cannot be ignored. The question of race IQ differences must be confronted by minority group professionals who should take the lead not only in explicating the race IQ difference, but also in focusing the issue in a more productive direction. As Miller2 indicates, it would seem more advantageous to investigate the ability of the usual IQ tests to predict school achievement for children of different minority groups. Recent studies have reported differences in the predictive validity of tests. Mercer3 found that the same IQ score had different meanings for white, black, and Chicano youngsters, depending on the degree to which the child had been exposed to white culture. Goldman and Hartig4 reported that the Wechsler Intelligence Scale for Children (WISC) IQ accounted for more than twice as much variance in achievement of Anglo children than in black or Mexican-American children. Their conclusions seriously questioned the predictive validity of the WISC IQ score for minority