This article contains two arguments: one author maintains that New York's truth-in-testing law does not achieve its goals, while the other holds that the legislation does protect the consumer of educational tests. (IRT)

It was during the early 1990s that the author began to suspect that teenagers were reading less--and less deeply--than they had been 10 and certainly 20 years ago. He found this paradoxical, because it was during the 1990s that SAT scores seemed to soar along with the economy. Students talked about them constantly, like securities traders in a…

Reviews the controversy over the difference between using aptitude test scores or achievement test scores as a basis for selecting college entrants. Concludes that emphasizing the Scholastic Aptitude Test fails to reward students who work hard in secondary school. (WD)

Rebuts articles asserting that the steep decline in school test scores has been stopped. (IRT)

Despite being unremittingly attacked over the past decade, the Scholastic Aptitude Test (SAT) continues to thrive. The growth in SAT use has been stimulated by its critics and by Educational Testing Service and College Board promotional campaigns. The SAT is still erroneously used to summarize the quality of incoming classes and colleges. Includes…

Defends the National Association of Secondary School Principals volume "Guidelines for Improving SAT Scores" against criticism offered in the immediately preceding article. (IRT)

Earnest Sternglass discusses the evidence he has discovered relating declining scores on the Scholastic Aptitude Test to atmospheric radiation in the 1950s. (IRT)

Presents an interview with W. Willard Wirtz, chairman of the College Entrance Examination Board panel investigating the decline in Scholastic Aptitude Test scores. (IRT)

Rebuts the claims of Trusheim and Crouse, made in an earlier issue, that Scholastic Aptitude Test scores are no more effective predictors of college success than is high school class rank. Discusses inaccuracies in the data used by Trusheim and Crouse and points out errors in their analyses. (PGD)

Argues that being "on grade level" in reading does not equip students to meet the standards of an increasingly technological world. Presents research findings indicating that high school graduates need a 15th-grade reading level for admission to most major universities and to succeed in modern vocational colleges. (CJH)

Because the skills tested on the Scholastic Aptitude Test (SAT) are higher order skills than those of basic literacy, teaching basic literacy will not necessarily improve SAT scores. The National Assessment of Educational Progress, which does test literacy, indicates that students do possess basic literacy skills. (IRT) Aspect of National…

Examines the research methods used in creating the National Association of Secondary School Principals volume "Guidelines for Improving SAT Scores." (IRT)

Argues that standardized IQ, aptitude, and achievement tests are biased against persons of low socioeconomic status. (IRT)

Spells out the court-imposed limitations on the various kinds of tests commonly used in the public schools. (Author/IRT)