This article focuses on the public and Catholic school discourse that accompanied the introduction of IQ testing in the early 20th century. It analyzes the nature of the discourse among educational researchers, administrators, and teachers in two parallel educational settings and examines the way that public and Catholic school educators responded to IQ testing.

This commentary considers the contradiction of using standardized tests to assess authentic learning.

This paper reports on a study of test preparation activity among fourth grade math and science teachers in New Jersey using a survey of almost 300 teachers and observations of and interviews with almost 60. Results show that while New Jersey teachers are teaching the newly assessed content and adopting, at least on a cosmetic level, specific techniques associated with more inquiry-oriented instruction, there is more direct instruction in the lower SES districts. Finally, principal support has more influence on the test preparation strategies teachers use than does pressure to comply.

Using archival and secondary sources, the author examines the early history of state student assessment in the United States.

The author presents case studies of two high school social studies teachers and influence of state-level testing on their teaching practices.

An examination of the impact of the mode of test administration on student performance

The reponses of students asked to draw themselves as test-takers in Massachusetts raise questions about the policy assumption that all students will respond in a uniform and positive manner to high stakes testing.

A study of students' self-portraits as test-takers in Massachusetts stimulates discussion of the variation in students' responses to high-stakes testing according to individual idiosyncracies, grade level, and school context.

The authors set the stage for the story of assessment policy in Arizona in the 1990s that they will unfold in the segments to follow.

Part II of a serialized article on the evolution of the state assessment system in Arizona in the 1990's

Part III of a serialized article on the evolution of the state assessment system in Arizona in the 1990's

Using interview, observational, and archival data, the authors trace the development of assessment policy in Arizona in the 1990's.

There is a growing consensus as to the need for revising instruction in assessment at the preservice and in-service levels. After discussing the mismatch between instructional priorities in measurement courses and the perceived needs of teachers, the author proposes seven general assessment topics that need more attention in teacher education.

A major effort by a well-known university to improve the reading skills of its students is described.

The purpose of this study is to determine the particular effects and influences of the College Entrance Board examinations in mathematics upon the teaching of secondary school mathematics.

America’s institutions of higher education are on the leading edge of forging the next generation of professionals who will compete in a world unlike that of our parents. The students of today will be competing on a global stage that demands rigor of thought, creativity and performance. In order for them to succeed, we must maintain high educational standards and give students every opportunity to demonstrate their potential. Colleges and universities need every tool at their disposal in order to meet these challenges, and the SAT has a clear role to play in this effort.