Ms. Julie Esparza Brown

Director
Bilingual Teacher Pathway Program
Portland State University

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Using the Cattell-Horn-Carrol/Culture and Language Matrix as a Framework for Non-biased Assessments

Current federal policy affirms that all students have the right to equal access of core academic curriculum. It is more critical than ever that educators learn to differentiate cultural and linguistic differences from innate learning deficits so that no child is denied an appropriate general or special education. Current special education assessments are based on a medical model that “pathologizes” such differences (Baca & Cervantes, 2004). This traditional model has relied primarily on standardized tests that are inherently culturally loaded and linguistic demanding (Ortiz & Flanagan, 2003) which have contributed to disproportionate special education rates (Donovan and Cross, 2002). This study will evaluate the existing classifications of subtests from the major cognitive batteries within the CHC/Culture & Language Matrix and compare Matrix score patterns of culturally and linguistically diverse students who did not qualify for special education to those who did in order to investigate the utility of the Matrix as a framework for non-biased assessment.