Disparate impact analysis (the four-fifths rule, standard deviation analysis) is used in employment discrimination cases. The National Assessment of Education Progress conducted by the U.S. Department of Education found that among 21- to 25-year-olds (a) 60% of whites, 40% of Hispanics, and 25% of blacks could locate information in a news article or almanac; (b) 25% of whites, 7% of Hispanics, and 3% of blacks could decipher a bus schedule; and (c) 44% of whites, 20% of Hispanics, and 8% of blacks could correctly determine the change they were due from the purchase of a two-item restaurant meal. Do these tasks (locating information in a news article, deciphering a bus schedule, and determining correct change) have adverse impact? What are the implications?
