This paper is addressed to the issue of adverse impact in written cognitive employment examinations. Some myths about adverse impact are confronted and examined. Minority performance upon such employment tests is evaluated in relation to well documented problems in educational achievement, particularly among blacks and Hispanics. Quick fix solutions to the adverse impact problem are reviewed and their implications scrutinized. Constructive approaches to adverse impact reduction are proposed.
Get full access to this article
View all access options for this article.
References
1.
A Nation at Risk: The Imperative for Educational Reform (1983). U.S. Department of Education.
2.
KirschI.S.JungleblutA. (1986). Literacy: Profiles of America's Young Adults.National Assessment of Educational Progress, Educational Testing Service.
