幼儿园能力组的位置是否有偏见? 新数据,新方法,新答案
Paul T von Hippel1, Ana P Cañedo2
1LBJ School of Public Affairs, University of Texas, Austin.
概括
许多幼儿园教师根据阅读和数学能力对学生进行分组. 研究表明,安置可能是有偏见的,有利于女孩和高SES学生,即使在控制学术表现时.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 教育社会学教育的社会学
背景情况:
- 许多幼儿园教师在阅读和数学教学中使用能力分组.
- 了解早期学术安置中的预测因素和潜在偏见对于公平教育至关重要.
研究的目的:
- 检查幼儿园能力组配置的预测因素.
- 根据学生的特点,识别在分组安排中的潜在偏见.
- 为了调查学年对小组安置的变化.
主要方法:
- 使用线性和顺序逻辑回归分析国家幼儿园数据.
- 包括课堂固定效应,以解释教师级别的变化.
- 检查跌落测试成绩,社会经济地位 (SES),种族/种族和性别作为预测因素.
- 对教师报告的行为进行分析,以解释安置差异.
主要成果:
- 在秋季,考试成绩是主要预测因素,但女孩,高SES和亚裔美国学生被放置在比预测成绩更高的群体中.
- 没有发现有意义的偏见,反对将黑人儿童置于更高的群体中,除了SES.
- 到了春天,三分之一的学生改变了组,高SES的学生表现出超越得分增长的向上流动性.
- 教师的行为解释了女孩的一些更高的排名,但不是亚裔美国人或高SES学生.
结论:
- 幼儿园能力分组是常见的,但初始配置显示偏见有利于某些人口群体.
- 虽然一些偏见部分是由行为因素 (例如,对于女孩) 解释的,但其他 (例如,对于高SES和亚裔美国学生) 仍然无法通过研究的变量来解释.
- 需要进一步的研究,以了解持续的安置差异背后的机制及其对学生学习的长期影响.
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