There is no conflict between interpretation of criterion-referenced tests, interpretation of norm referenced tests, and the SAT, nor should on be thought superior to the other in some sense. Each should supplement the other. (Author/PG)

The SAT has proved to be a valuable tool in guiding the academic acceleration of mathematically precocious youth. Identified early by their SAT scores, gifted students can enjoy learning at their proper intellectual levels. Results from Johns Hopkins' Study of Mathematically Precocious Youth are reported. (Author/LBH)

A survey to obtain a sample of representative opinions on tests and testing in the public schools is reported. Three categories of respondents (teacher union representatives, teacher trainers, legislators) indicate that teachers' attitudes toward standardized tests should be changed. (MLW)

The first "recentering" of Scholastic Assessment Test (SAT) scores in 50 years is described. As of April 1995, test results are reported in terms of a new reference group, high school students graduating in 1990. The history of SAT scoring, suggested reasons for test score declines, and implications of the change are discussed. (MSE)

The quality and equality of American education are reexamined and the misuse of tests and the public's perception of them are discussed. It is suggested that new research efforts in testing must be supported. Congressional chartering of the National Academy of Education is proposed. (Author/MLW)