Ohio School Psychologists' Perceptions of Cognitive Assessment Bias

Date of Award

8-15-2026

Degree Name

Ed.S. in School Psychology

Department

Department of Educational Administration

Advisor/Chair

Laura Miller

Abstract

School psychologists play a critical role in the special education identification process, often relying on cognitive assessments to evaluate students’ intellectual functioning and determine eligibility. However, existing research suggests that these assessments may reflect racial, linguistic, socioeconomic, and cultural biases, which may contribute to the overrepresentation of minoritized and low-income students in special education. This study employed a parallel mixed-methods design, collecting qualitative and quantitative data simultaneously through a survey administered via Qualtrics. The survey included multiple-choice, Likert-scale, and open-ended questions. The sample consisted of 79 practicing school psychologists in the state of Ohio that there stratified by years of experience. An independent samples t-test was utilized to examine the differences in perceptions of bias between early career and non-early-career school psychologists in Ohio, and results indicated that there was no significant difference in perceptions between the two groups. Thematic analysis of the survey responses revealed five core themes: (1) Recognition of Bias in Practice; (2) Gaps in Training and Professional Preparation; (3) Strategies for Minimizing Assessment Bias; (4) Perceived Impact on Student Outcomes; and (5) Limitations in Assessment Resources and Practices. These results highlight the importance of increased access to diverse and culturally responsive assessment tools, as well as the need for more comprehensive training in culturally responsive evaluation practices within graduate programs and ongoing professional development.

Keywords

Cognitive Assessments, Bias, School Psychology

Rights Statement

Copyright 2026, author

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