Describes recent changes to the Scholastic Assessment Tests (SAT) and why they are an improvement. Includes lists of committee members for various test sections. (EV)

Asserts that good writing matters, and that the College Board's decision to include a written essay on the SAT is a long overdue message for U.S. students. (EV)

Describes a program for low-income students whereby SAF fees may be waived. (HS)

The College Board's College-Level Examination Program established a national program system of awarding college credit to nontraditional students' acceptable scores on examinations. (IR)

Review of trends in scores on the Scholastic Assessment Tests (SATs) suggests that increasing differences between mean scores on the verbal and mathematical sections may be at least partially due to statistical problems in the 1950s, changes in school curricula, and changes in the composition of the student test-taking population. (DB)

Explores why underrepresented minorities test relatively low on college admission tests and how the tests can be improved to predict student success. Argues that the system must address differences in backgrounds, learning styles, and study habits. Outlines a research agenda to arrive at a solution. (EV)

The College Entrance Examination Board has not permitted calculator use on the Scholastic Aptitude Test because of unresolved concerns about equity, implications for test content, and logistical and security issues. Those issues no longer seem insurmountable, and significant changes are being introduced on many tests. (MSE)

Offers four approaches, based on food metaphors, that writing teachers can use to prepare students for the writing items on the Preliminary Scholastic Assessment Test and the Scholastic Assessment Test II Writing Subject Test. The pros and cons of each method are discussed, and examples from the author's classroom experience are offered. (MSE)

Examination of the history of the Scholastic Assessment Test (SAT) program and the College Board can inform the current debate about testing by shedding light on admission and access issues that have been addressed by the program over the years. It has strived to balance consistency with the flexibility to adapt testing to new knowledge about…

Selected high school graduates can earn a year's college credit through College-Level Examination Program. (Editor)

Since 1973, the types of questions used on the Scholastic Aptitude Test have been periodically appraised for their appropriateness for different groups. The procedures used in the test development process to ensure appropriateness and approaches used in the statistical analysis to evaluate test fairness are described. (MLW)

The history of the College Entrance Examination Board's Advanced Placement Program is chronicled from its conception in 1951 through early developmental stages and 40 years of implementation. Issues discussed include test development, funding, administration at the institutional level, expansion of curriculum areas and testing options, teacher…

Tests may be used to help colleges clarify objectives, connect the curricula across several levels of schools, reduce redundant instruction, support and enhance learning among students of all ages, conserve resources, and improve evaluation and placement. (MLW)

A psychometrician and acquaintance of Carl C. Brigham, the "father of the Scholastic Aptitude Test," comments on the man's presonality traits and the culture that shaped his thinking. Areas of testing research that should be pursued are suggested. (MSE)

The processes used in developing the Scholastic Aptitude Test (SAT) to eliminate cultural bias while still measuring skills related to academic success are described, including test item writing, pretesting, and validation. Test items from 1908, 1927, 1947, and 1980 tests illustrate the evolution of the examinations. (MSE)