Abstract
The extent of curriculum biasing was examined for seven criterion-referenced and standardized reading achievement tests in relation to five widely used commercial reading programs at the third grade level. Because of the exaggerated bias found to exist, especially with the standardized achievement tests, caution must be exercised when interpreting test results and using them for educational placement decisions. These types of decisions can best be made when the teacher is aware of the direction and degree of bias for obtained test scores.
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