Standardized tests are not sufficient to measure the full area of school effectiveness because they encourage the rating of students on a narrow range of capabilities, the emphasis of only one set of educational goals, and the use of a uniform set of teaching methods. (JW)

The history of evaluations of academic departments through peer review rankings and subsequent attempts to identify empirical correlates of the ratings are reviewed. Findings indicate that American Council on Education rankings can be predicted by the departmental rate of publication in highly cited journals. (Author/MLW)

Addresses the problems of declining student performance as measured by standardized achievement test scores and attendant loss of confidence in public schools by offering nine specific ideas for stimulating significant gains in student achievement. (Author/WD)

This report on the 1977 mathematics assessment of British Columbian students in grades 4, 8, and 12 describes the item specification model; test administration procedures; results for each grade level; and overall results correlated to sex, mother tongue, and parental level of schooling. (SJL)

The value of the Structure of Intellect Learning Abilities Test for identifying gifted children and predicting teacher perception of them was investigated with 138 intermediate grade students. (DLS)

Reports on study of 20 classes of developmental studies mathematics at Middle Tennessee State University. The experimental group received mid-term grade reports, while the control group did not. The study found no significant difference between experimental group and control group between midterm and final grade report averages. Posttest scores…

Examined the development of self-evaluative biases by having children at 3 age levels (5-6, 7-8, and 9-10 years) evaluate themselves or another child when given social or temporal comparison feedback. Found that there was greater bias for general ability evaluations by older children and greater bias for specific performance evaluations by younger…

Develops the analytical framework in which inscription (i.e., grades) and actor network are the central points. Exemplifies this framework in a case study of grades and grading practices. Shows how the framework can be used to provide constructive poststructuralist analyses and how the efforts of critical and liberation pedagogies are undercut by…

Connects taken-for-granted activities to the micropolitics of differentiation in institutions such as schools. This is done by employing theoretical traditions taken from cultural studies of science and from philosophies not often found within the science education community. Analyzes the mechanisms through which grading works as a technology of…

Success in the classroom does not necessarily imply effective life functioning. Study suggests nonacademic criteria be considered in assessing the validity of the model minority image. It compares Asian American college students with their racially different peers on degree of cross-racial engagement, and empirically tests its relationship with…

This research compared high-load and low-load versions of a text by manipulating text presentation, text organization, and example context on measures of fact and concept learning. The low-load text presentation variable enhanced fact and concept learning and post-reading ease of comprehension ratings. The low-load text organization variable led…

Given that Black colleges do not fare as well in the rankings as predominantly White ones, the authors of this article sought to learn more about the MBA (master's of business administration) and post-MBA experiences of graduates of Black college MBA programs. The authors examined the factors defining success as perceived by MBA program…

Under the No Child Left Behind Act (2002), all schools are required to demonstrate that all students make annual yearly progress (AYP). This can be difficult, particularly for students in urban schools and even more so for students with disabilities. The authors report on one large urban school district's attempts to provide support to 140 schools…

This report reviews 75 high schools in the "High Schools that Work" (HSTW) network that made statistically significant gains in at least two of three areas reading, mathematics and science--between 2002 and 2004 on the "HSTW" Assessments. In these schools, all groups of students improved achievement--regardless of race, ethnicity or socioeconomic…

Recent research indicates a trend toward increases in the share of all institution-based student aid funds going to merit aid and in merit scholarship competition among institutions. This paper presents findings of a study that surveyed 379 nonprofit bachelors'-degree-granting institutions in 1983-84 and 1991-92. Findings indicate that the less…