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Peer reviewedFuchs, Douglas; Fuchs, Lynn S. – Exceptional Children, 1989
Presented is a quantitative synthesis of examiner familiarity effects on Caucasian and minority students' test performance. Fourteen controlled studies were coded in terms of methodological quality and race-ethnicity. Caucasian students performed similarly in both familiar and unfamiliar examiner conditions, while Black and Hispanic children…
Descriptors: Blacks, Comparative Analysis, Elementary Secondary Education, Examiners
