Patterns of test performance by high school students of four ethnic identities

Among the four participating ethnic groups in Project Access for Los Angeles (Black, White, Mexican American, and Asian), the patterns of test performance that emerged were surprisingly similar to those from two previous studies of first-grade children, even though Project Access involved eleventh graders. Partially replicated was the finding that overall level of performance varied with social class, While the patterns remained rather constant within ethnic group, regardless of social class. This new evidence adds to the strength of the argument that our educational systems should be attending to, and utilizing, the variety of talents and aptitudes presented by the students, rather than attempting to treat everyone as a member of the majority group.