A thorough overview of the history and research findings concerning bias in intelligence testing

In Essentials of Evaluating Bias in Intelligence Testing, author and school psychologist Craig L. Frisby provides a comprehensive discussion of bias claims that have been levelled against individually administered IQ tests when used during the evaluation of clients in a variety of settings. The book carefully reviews bias claims in the selection, standardization, content, administration, scoring, and interpretation of popular individually administered intelligence tests in contemporary professional practice. The book reviews critical foundational concepts on what IQ test bias is, what it is not, and how researchers evaluate empirically any potential biases in commonly used measures.

Readers will also learn about the multifaceted construct of human intelligence, and what kinds of test items are good measures of intellectual functioning. In addition, the author provides key sociopolitical contexts to central issues in intelligence testing, particularly the Larry P. v. Wilson Riles court decision of 1979 – which prohibited the use of IQ tests when placing Black students in certain special education programs in the state of California.

The book is perfect for educators, academics, clinicians, and administrators seeking a comprehensive picture of individualized IQ testing, and its validity for responsible use across different demographic groups in the United States and abroad. Essentials of Evaluating Bias in Intelligence Testing is the must-read guide that clinicians, school/child psychologists, and educators have been waiting for.

CRAIG L. FRISBY is Associate Professor Emeritus in School Psychology from the University of Missouri, Columbia. In the past, he has served as an Associate Editor for School Psychology Review, the official journal of the National Association of School Psychologists, and Associate Editor for Psychological Assessment, a journal published by the American Psychological Association. He currently serves as Associate Editor for the Journal of Open Inquiry in the Behavioral Sciences. He is the author of “Meeting the Psychoeducational Needs of Minority Students: Data-based Guidelines for School Psychologists and other School Personnel” and Co-editor of “Cultural Competence in Applied Psychology: An Evaluation of Current Status and Future Directions” and “Ideological and Political Bias in Psychology: Nature, Scope and Solutions”. He currently serves as a member of the American Institutes for Research Test Screening Committee for Response to Intervention.