Longitudinal change in the average Z scores for four groups of pupils sorted by quartiles was examined for its stability over three years. The data, collected from 1998 to 2009, was obtained from nine cohorts of Japanese junior high school pupils totaling 1,962 subjects. It showed illusionary declines among the mid-range pupils but improvements…

This article reports on a new study which concludes that teachers entering the profession today have higher academic qualifications than their counterparts a decade ago. The report, released this week by the Educational Testing Service, says the finding bodes well for greater student learning because of the evidence that teachers' academic ability…

The article assesses the report of the Sandia National Laboratory's contentions about decline in Scholactic Aptitude Test Scores, National Assessment of Educational Progress achievement, and international assessments. The article suggests the report is generally right about steady trends but seriously flawed by several errors. (SM)

Discusses concerns about and reaction to student test scores. Questions the nature of a national test for social studies. Asks whether students can be tested in groups as a means of performance assessment and whether such testing instruments can and should replace traditional testing in social studies. (DK)

Reports the increase of the black-white scoring gap on the Scholastic Assessment Test (SAT). As race-sensitive college admissions decline, these scores present barriers to educational progress by Blacks in selective institutions. Explains the scoring gap noting why so few Blacks have top SAT scores and thus will be shut out of major universities…

Argues that strategies to improve inner-school black student's test scores often include disguised affirmative action components and suggests that such strategies are not likely to close the racial gap in school performance. Provides an examination of affirmative action's argument against testing and tracking and discusses policy implications. (GR)