1. Evaluation of African American English Teacher Attitude Scale
Presented by Meghan L. Gowin
ECE 682
Spring 2017

2. Rationale for Selection of Tool
The researcher has conducted a preliminary review of literature regarding teachers’ attitudes toward African American English.
According to Hoover, McNair-Knox, Lewis, and Politzer (1997), developers of the African American English Teacher Attitude Scale, the tool was created to “measure teacher attitudes toward the legitimacy and use of African American English” (p. 386).

3. Organization of Testing Manual, Booklet, and Item Format
Likert-type scale with 46 test items
23 positive statements and 23 negative statements
Rate statements on 4 point scale
Agree strongly, agree mildly, disagree mildly, disagree strongly
The African American English Teacher Attitude Scale is a Likert-type scale consisting of 46 statements. Participants are asked to read each statement and to evaluate it on a four-point scale including the following categories: “agree strongly”, “agree mildly”, “disagree mildly” or “disagree strongly”. The statements are based on actual statements made by educators and the general public (Hoover et al., 1997). The measurement tool draws inspiration from the Language Attitude Scale developed by Orlando Taylor in The testing manual provides a description of the measure, information on item scoring, interpretation of the results, suggested uses of the measure, and general comments from the developers. A scoring rubric is also included in the manual. This will be discussed further in a later section. The test booklet consists of minimal test directions. The respondent is simply told to “check the response that most nearly reflects your opinion” (Hoover et al., 1976, p. 24). Examiners are also told that the tool should be referred to as the “Language Opinion Assessment” on the first page of the booklet instead of the “SCRDT Black English Teacher Attitude Scale”.

4. Scoring Procedures for Tool
Positive attitudinal statement is given 4 points for “Agree Strongly”
Negative attitudinal statement is given 4 points for “Disagree Strongly”
Low score 120
High score 160
Each item on the AAETAS is scored on a scale ranging from one to four. Items that demonstrate a positive attitude toward African American English are scored so that a rating of “agree strongly” is worth four points. Items that demonstrate a negative attitude toward African American English are scored in the opposite fashion so that a rating of “disagree strongly” is worth four points. With 46 test items, the range of scores is between 46 (lowest) and 184 (highest). The scoring rubric is included in the test administrator’s manual. A breakdown of which test items are to be considered either positive or negative is also included. There are an equal number of positive and negative statements. A high score (above 160) is interpreted as a approving attitude toward African American English and the attainment capability of African American students. Extremely low scores (below 120) suggest pointedly negative attitudes of African American English. The developers also comment that individual low scores on the AAETAS may not reflect racist attitudes, but more so an understanding of the failings of American schools to value the particular funds of knowledge that African American English speaking children bring to classrooms.

5. Normative Data
This measurement tool was administered to seventy-eight elementary teachers during field testing at four sites during April and May Seventy women and eight men participated in the initial field testing. Thirty participants’ ages ranged from years old; twenty-five participants’ ages ranged from years old; twelve participants’ ages ranged from years old; and ten participants’ ages were above 51 years old. In terms of teaching experience, twenty-six participants had 0-3 years of experience; fourteen participants had 4-6 years of experiences; and thirty-seven participants had over 7 years of experience. Forty-nine of the participants were African American; one participant was Mexican American; one participant was Asian American; and twenty-five participants were Caucasian.

6. General Testing Guidelines and Procedures
Best used in conjunction with workshops
Can be used as pretest and posttest
Traditionally administered in paper and pencil format
Takes approximately 40 minutes to administer
The developers have suggested that the AAETAS be used in conjunction with workshops that focus on providing educators with more knowledge about the rules governing African American English and literacy teaching methodologies that are particularly beneficial for use with bidialectal speakers of African American English. The developers have documented their administration of the measurement tool as a pre-test to guide workshops with teachers and as a posttest assessment to appraise the efficacy of their efforts. The developers have traditionally administered the AAETAS in paper and pencil format with administration lasting approximately 40 minutes.

7. Reliability and Validity
As previously mentioned, the range of scores on the AAETAS can be anywhere from 46 to 184.
The developers note that the reliability of the scale in several test administrations has varied from Cronbach alpha 0.89 to 0.93.

8. Examiner Qualifications
While there were no explicit examiner qualifications mentioned in the literature reviewed, the researcher does believe that those who administer the African American English Teacher Attitude Scale should have a working knowledge of the structure and features of African American English.

9. Sample Teaching Items Positive Test Items Negative Test Items
African American English is a unique speech form influenced in its structure by West African languages.
African American English should be eliminated.
African American English should be promoted in school as part of African American children’s culture.
The use of African American English is a reflection of unclear thinking on the part of the speaker.

10. Citations of Studies Utilizing Tool
Abdul-Hakim, I. (2002). Florida preservice teachers' attitudes toward African-American vernacular English. (Doctoral dissertation). Retrieved from
Hoover, R.M., McNair, F., Lewis, S.A.R., & Politzer, R.L. (1997), African American English Attitude Measures for Teachers, In Reginald L. Jones (ed.). Handbook of Test and Measurements for Black Populations (pp ). Hampton, VA: Cobb.
McClendon, G. O. (2010). Illinois secondary principals perceptions and expectations concerning students who use African American vernacular English in an academic setting. (Doctoral dissertation). Retrieved from
Oliver, W. S. (2012). Attitudes toward African American vernacular English in African American preschool teachers. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Global Database. (Order No )