Math items about real-world content lower test-scores of students from families with low socioeconomic status

This study investigates whether the content of standardized math test items biases the performance of low-SES students. Using a large-scale cohort study from the Trends in International Mathematics and Science Studies (TIMSS) with data from 58 countries and students in grades 4 and 8 (N = 5,501,165), researchers examined whether items related to challenges faced by low-SES students (money, food, social relationships) affected their performance. Results showed that low-SES students scored lower on items with this content than expected, with substantial effect sizes (an 18% lower chance of answering correctly on average). These findings contradict the 'hidden talents' approach but align with theories like scarcity mindset, offering insights for fairer testing.

Marjolein Muskens, Willem E. Frankenhuis, Lex Borghans