Reviews the most recent version of the BILOG computer program, which estimates item and trait level parameters for the one-, two-, and three-parameter logistic unidimensional Item Response Models for dichotomously scored data. Finds this version useful. (SLD)

Addresses the criticisms and points made by S. Michelson and V. Willson and N. Kellow, demonstrating weaknesses in their analyses and defending the original study of the relationship between per capita income and the scores of 10th graders on the Massachusetts Comprehensive Assessment in mathematics. (SLD)

Agrees with the conclusions of C. Bolon about the relationship between per capita income and school mean grade mathematics grade 10 scores on the Massachusetts Comprehensive Assessment but takes issue with the methodology, considering it inadequate to support the conclusions. (SLD)

This special issue focuses on findings from the Third International Mathematics and Science Study (TIMSS) from Germany, South Africa, Switzerland, and the Netherlands. It consists of five contributions covering a variety of topics and research methodologies. Some articles are primarily descriptive; others focus on relational analyses. (SLD)

"Test Scoring" provides insight into psychometric procedures as used by a professional testing company or in large-scale projects. The book contains an overview of standard test theory, a discussion of factor analytic theory, and an exploration of special applications and problems. (SLD)

Richard Rothstein's booklet "What Do We Know About Declining (Or Rising) Student Achievement?" claims that anecdotes about past educational practices are unreliable and difficult to relate to today's schools. Curricula and tests change; so do student populations. There are no solid historical measures, including three well-known…

Raises concerns about the procedures used and conclusions drawn in C. Bolon's article on the Massachusetts Comprehensive Assessment System 10th grade mathematics tests. Bolon's conclusions do not follow from his data, as described. (SLD)

Analyzes the findings of J. Greene and data from Florida and suggests that the strong effects (significant improvement on test scores in schools threatened by vouchers) noted by Greene may actually be due in large part to sample selection, regression to the mean, and problems related to the aggregation of test score results. (Author/SLD)

Discusses the strengths of the Third International Mathematics Study (TIMSS) and the TIMSS--Repeat (TIMSS-R) and considers the impact of this impressive achievement in international cooperation that will enhance the level of information about schooling in the United States and elsewhere. (SLD)

Re-analyzes data from Florida public schools and offers a different perspective and alternative explanation for the pattern of test score improvements among low scoring schools in Florida. Shows that the most dramatic improvements were achieved by targeting a minimum passing score on the writing test. (SLD)

Reviewing the results of the Third International Mathematics and Science Study-Repeat (TIMSS-R) shows that U.S. eighth graders are about average in mathematics and science when compared to students in other countries. The primary lesson from the TIMSS-R is that children learn what they are taught. (SLD)

According to William Spady's "Beyond Counterfeit Reforms," politically driven, mechanistic "reforms" box educators into smaller, limiting ways of thinking and running schools. Donald McAdams's book "Fighting to Save Our Urban Schools...and Winning!" shows the salubrious effects of high expectations and community…

In "The Manufactured Crisis," D. Berliner and B. Biddle argue that there has been no decline in achievement test scores, that today's students outperform their parents and do well in international examinations, and that the supposed crisis in American education does not exist. This review refutes all these claims. (SLD)

In their arguments that there is actually no crisis in American education and that students are achieving more than previous generations, David Berliner and Bruce Biddle have ignored or dismissed extensive data on student achievement that demonstrate the failings of the American system. (SLD)

Lawrence C. Stedman's comments on the book "The Manufactured Crisis" focus on a small portion of its arguments and ignore the real evidence in support of the achievements of America's schools. The schools are more the victims, than the perpetrators, of American social problems. (SLD)