Entry Testing and the Overrepresentation of Romani ... - UR Research

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R3CONTENTSACKNOWLEDGMENTS 4EXECUTIVE SUMMARY 5INTRODUCTION 12PITFALLS AND BIAS IN ASSESSMENT 21CZECH REPUBLIC 33HUNGARY 47SERBIA 59SLOVAKIA 69GOOD PRACTICE AND PROGRESS 84CONCLUSIONS AND RECOMMENDATIONS 95ANNEX 1: RELIABILITY AND VALIDITY 99ANNEX 2: COMPONENTS OF THE WISC-IV 103REFERENCES 106
Page 4 and 5: R4PITFALLS AND BIASACKNOWLEDGMENTST
Page 6 and 7: R6PITFALLS AND BIASREGIONAL TRENDS
Page 9 and 10: R9RECOMMENDATIONSTaking into accoun
Page 11 and 12: R119. Restructure teacher education
Page 13 and 14: R13School readiness assessment emer
Page 15 and 16: R15STREAMINGStreaming is the tracki
Page 17 and 18: R17This disabling is particularly e
Page 19 and 20: R19schools are more prevalent in Fi
Page 21 and 22: R21PITFALLS AND BIAS INASSESSMENTCh
Page 23 and 24: R23parental interest in education.
Page 25 and 26: R25child does not come from a cultu
Page 27 and 28: R27Language biasCulture and languag
Page 29 and 30: R29Raven’s Coloured Progressive M
Page 31 and 32: R31discrimination, leading in turn
Page 33 and 34: R33CZECH REPUBLICKEY INSTITUTIONS I
Page 35 and 36: R35The European Court of Human Righ
Page 37 and 38: R37Advisory Facility or pediatricia
Page 39 and 40: R39of the results (6). The analysis
Page 41 and 42: R41to Bodewig and Rutkowski, 56 per
Page 43 and 44: R43TABLE 6. Dropout rates in specia
Page 45 and 46: R45- Pre-service and in-service pro
Page 47 and 48: R47HUNGARYKEY INSTITUTIONS IN THE A
Page 49 and 50: R49Parents are also involved in the
Page 51 and 52: R51autism, dyslexia, and dyscalculi
Page 53 and 54:
R53The developers also noted that c
Page 55 and 56:
R55TABLE 8. Educational trajectorie
Page 57 and 58:
R57the Public Education Act. Privat
Page 59 and 60:
R59SERBIAKEY INSTITUTIONS IN THE AS
Page 61 and 62:
R61pedagogical, focusing on diagnos
Page 63 and 64:
R63Raven’s Coloured Progressive M
Page 65 and 66:
R65TABLE 11. Educational attainment
Page 67 and 68:
R67- School entry testing: There ar
Page 69 and 70:
R69SLOVAKIAKEY INSTITUTIONS IN THE
Page 71 and 72:
R71Socio-economic and cultural stat
Page 73 and 74:
R73Pedagogical and other documentat
Page 75 and 76:
R75- The fact that the assessment e
Page 77 and 78:
R77TABLE 16. Number of years of com
Page 79 and 80:
R79TABLE 19. Failure rates of all p
Page 81 and 82:
R81- Reassessment: All pupils in sp
Page 83 and 84:
R83WHILE THE GOVERNMENTS OF ALL FOU
Page 85 and 86:
R85Aunio 2005, 48). Additionally, a
Page 87 and 88:
R87NEW ZEALANDThere are no disabili
Page 89 and 90:
R89intellectual, or emotional disab
Page 91 and 92:
R91legislative provisions for inclu
Page 93 and 94:
R93psychologists, speech therapists
Page 95 and 96:
R95CONCLUSIONSAND RECOMMENDATIONSCO
Page 97 and 98:
R97Children should not be removed f
Page 99 and 100:
R99THE OVERREPRESENTATION OF PUPILS
Page 101 and 102:
R101reliability for the WISC-IV for
Page 103 and 104:
R103Scale [WAIS], Abbreviated Scale
Page 105 and 106:
R105FIGURE A2. Sample Picture Conce
Page 107 and 108:
R107REFERENCESAdvisory Committee on
Page 109 and 110:
R109Bennett, John, and Collette Tay
Page 111 and 112:
R111Coleman, James. 1966.Equality o
Page 113 and 114:
R113Eurydice. 2008.Organization of
Page 115 and 116:
R115Gärtner,Fania, and Peter J. Te
Page 117 and 118:
R117Government of the Republic of M
Page 119 and 120:
R119Jimerson, Shane, Angela Whipple
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R121Ladson-Billings, Gloria, and Wi
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R123Minić, Jelica. 2008.Human deve
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R125Novović, Zdenka, Mikloš Biro,
Page 127 and 128:
R127Rothstein, Richard. 2004.Class
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R129Stojić, Tatjana, Darinka Radiv
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R131United Kingdom Education Act 19
Page 133 and 134:
R133Williams, Paul, Lawrence Weiss,
Page 136:
For Romani children in Central and
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