Open AccessISSUES IN RACE/ETHNICITY IDENTIFICATION PROCEDURES IN THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS, PART I: A COMPARISON OF OBSERVER REPORTS AND SELF‐IDENTIFICATION
Author(s) -
Rivera Charlene,
PennockRoman Maria
Publication year - 1987
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2330-8516.1987.tb00223.x
Subject(s) - ethnic group , concordance , psychology , race (biology) , observer (physics) , identification (biology) , demography , medicine , gender studies , sociology , physics , botany , quantum mechanics , anthropology , biology
ABSTRACT In this investigation, the validity of observer reports versus student self‐reports of race and ethnicity in the National Assessment of Educational Progress (NAEP) for ages 9, 13, and 17 were evaluated. Data from seven surveys (1975‐1984) were analyzed, with sample sizes ranging from 15,859 to 38,899. While the concordance between the two methods for both White and Black students was very high (95% or better), the two classifications gave very disparate results for the other four racial/ethnic groups. For example, observers undercounted self‐identified Hispanic 17–year‐olds by 25% to 48%. Language background was significantly ( p < .0001) more consistent with self‐identification than with observer reports for 17‐year‐old Hispanic students which showed that self reports were more valid than observed ethnicity in this age group. However, the results for ages 9 and 13 were less clear‐cut. The implications of the findings for continuity in NAEP data sets and the validity of reported group achievement data for Hispanic students are discussed.