Incorporates test-takers' sociodemographic characteristics and state participation rates into an educational production function using the 1991 state-level Scholastic Aptitude Test (SAT) data. Test-takers' sex, income, and parents' education are important determinants of student performance, in addition to the state participation rate. Adjusted…

The Scholastic Aptitude Test (SAT) is often used to measure educational performance at national, state, and local levels. Because participation rates differ considerably, such comparisons are invalid. This article proposes a regression model framework for adjusting SAT scores. Results are validated by comparing adjusted SAT scores with state…

Presents tables showing that the variability among states for results of the 1992 International Assessment of Educational Progress and National Assessment of Educational Progress is as great as that among countries. Also, Asian-American students score higher than any other students in the world. First- and second-ranked states are listed for math…

The acting director of the National Center for Education Statistics, which oversees the National Assessment of Educational Progress, views state-by-state test scores as an opportunity for state officials to compare their states to states with similar characteristics. (MLF)

Blacks on average continue to score about 200 points below whites on the Scholastic Assessment Tests, but the racial scoring gap is much lower in some states than others. In some states, however, notably California, the gap is widening, giving rise to concerns for college admissions for African Americans. (SLD)

Contends that state-by-state comparisons of National Assessment of Educational Progress test scores will lead to simplistic conclusions and an increase in teaching-to-the-test curriculums. (MLF)

This article is a response to Wainer's comments on a research study representing the first major analysis of factors linked to state differences in Scholastic Aptitude Test performance. (JAZ)

The authors attempt to show how the dissemination of uncorrected state Scholastic Aptitude Test (SAT) scores may have created an inaccurate public and governmental perception of the variation in educational quality. Their research demonstrates that comparing state SAT averages is ill-advised unless these ratings are corrected for compositional and…

Four publishers responding to the previous discussion agreed that American elementary achievement has improved, but evidence presented by the Secretary of Education confirms that few real improvements have occurred since "Nation at Risk." Commercial achievement tests provide falsely high scores (the Lake Wobegon Effect). (SLD)

The impact of participation rate and nine educational/demographic variables on state mean Scholastic Aptitude Test (SAT) scores for the class of 1985 was studied. It is misleading to compare scores on standardized tests without considering proportions of potential examinees taking the test, and the SAT needs to be renormed. (SLD)

Two attempts to adjust state mean Scholastic Aptitude Test (SAT) scores for differential participation rates are examined. Both attempts are rejected, and five rules for performing adjustments are outlined to foster follow-up checks on untested assumptions. National Assessment of Educational Progress state data are determined to be more accurate.…