Implication of the OCR Guidelines for the Use of Tests and Other Information in the Student Selection Process.

Autor/inn/en	Kapes, Jerome T.; Greenwood, Katy L.
Titel	Implication of the OCR Guidelines for the Use of Tests and Other Information in the Student Selection Process.
Quelle	(1980), (11 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Recht; Admission Criteria; Aptitude Tests; Counselor Role; Disabilities; Equal Education; Federal Legislation; Federal Regulation; Guidelines; High Schools; Interest Inventories; Screening Tests; Sex Fairness; Stereotypes; Students; Test Interpretation; Vocational Education + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Aptitude test; Eignungsprüfung; Eignungstest; Handicap; Behinderung; Bundesrecht; Bundeskompetenz; Richtlinien; High school; Oberschule; Interest profile; Interessenprofil; Screening-Verfahren; Sexualaufklärung; Klischee; Student; Schüler; Schülerin; Studentin; Test analysis; Testauswertung; Ausbildung; Berufsbildung
Abstract	The OCR Guidelines (Vocational Education Programs Guidelines for Eliminating Discrimination and Denial of Service on the Basis of Race, Color, National Origin, Sex and Handicap) are not the result of new legislation, but are new regulations for Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, and Section 504 of the Rehabilitation Act of 1973, as they apply to vocational education. Many of the guidelines apply to the student identification and selection aspects of the vocational counselor's duties. Counselors must pay particular attention to areas of admissions criteria, public notification of vocational program opportunities, prediction of success, student recruitment, promotional activities, and accomodations for handicapped students. They must be careful to eliminate stereotyping in these activities and to promote their programs equally to all groups. They must also be able to communicate with students of limited English speaking ability, and must allow handicapped students to participate in regular vocational programs if at all consistent with the handicapped students' abilities. If vocational programs are over-enrolled by students, care must be taken in selecting those who are admitted. Programs should be expanded when possible; when this is not possible, criteria used to select students must be validated (Are past performance or prerequisites fair predictors of ability to benefit from the program?), or a lottery could be held. Counselors must also try to find fair assessment instruments and interpret them without bias. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC