TY - JOUR
AU - HEWITT, BARBARA NEWLIN
AB -  GOLDMAN AND HEWITT tion of minority applicants that would be admitted or selected by selection on the criterion itself or on a perfectly valid test" (Schmidt & Hunter, 1974). There are several other new definitions of test bias and culture-fair selection which emerged at about the same time as Throndike's definition. A good review of these definitions and their implications is provided by Linn (1973). The validity of standardized tests for non-Whites, used for both educational and industrial purposes, has been questioned. A number of recent investigations have sought to compare the validity of academic predictors for Black versus White college students. These investigations (e.g., Cleary, 1968; Stanley, 1971; Temp, 1971) have led to numerous findings, of which some are clear and some are not. Two findings which seem clear are: l) there is no evidence of systematic underprediction of GPA for Black students through the use of standardized tests, and 2) the SAT is about as predictively valid for Blacks as for Whites in largely segregated institutions. Less certain findings concern the Black-White homogeneity of regression systems for predicting GPA by HSGPA and SAT scores. Some investigations have reported Black-White homogeneity of regression systems (Cleary, 1968) while 
TI - PREDICTING THE SUCCESS OF BLACK, CHICANO, ORIENTAL AND WHITE COLLEGE STUDENTS
JF - Journal of Educational Measurement
DO - 10.1111/j.1745-3984.1976.tb00002.x
DA - 1976-06-01
UR - https://www.deepdyve.com/lp/wiley/predicting-the-success-of-black-chicano-oriental-and-white-college-7vh1cldAfc
SP - 107
VL - 13
IS - 2
DP - DeepDyve
ER -