THE EFFECT OF RACE OF EXAMINER ON THE MENTAL TEST SCORES OF WHITE AND BLACK PUPILS1

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Abstract
An entire elementary school system with 60% white and 40% black pupils was given several abiity tests group‐administered by 12 white and eight black examiners (Es). The tests measured verbal and nonverbal IQ, perceptual‐motor cognitive development, “speed and persistence” under neutral and motivating instructions, listening‐attention, and short‐term rote memory for numbers. With the exception of the “speed and persistence” test, on which white Es yielded significantly and consistently higher mean scores than black Es for both white and black pupils across grades one to six, the results for the various cognitive ability tests showed that the race of the E did not produce large or consistent effects in the testing of white and black pupils.