Although evidence of test bias with Hispanic children is hard to find and often contradictory, many studies on the item structure of tests such as the WISC-R indicate that bias is not present. This study examines the model typically used in item analyses of bias with Hispanics. It is shown that the model fails to demonstrate bias even for children who come from Spanish-speaking homes. The author suggests that the model's implicit assumptions about how cultures interact may be incorrect.
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