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 those aged 21 to 25, (1) 60% of whites, 40% of Hispanics, and 25% of Blacks could locate information in a news article or almanac; (2) 25% of whites, 7% of Hispanics, and 3%

of Blacks could decipher a bus schedule; and (3) 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?