ABSTRACT
Throughout the author's 40 year career as an educational researcher and professor of sociology and education, most recently at the University of California, San Diego, he have tried to live his values of justice and equity in practice. Appreciating the values base of research has to be seen as a core value both of higher education and of efforts to establish equitable possibilities. The conduct of educational testing exemplifies the way in which unequal social structures are created through social interaction but are then portrayed as independent of that action. The dominant models of educational testing are premised on a technical rational form of logic that perceives reality as fixed and organized according to specific rules. Thus, in making the shift from documenting inequality to attempting to construct equitable educational environments, he have not abandoned an equity agenda; he refocuses its orientation.
