This publication continues the descriptions of the cognitive, psychomotor, and socioemotional measures used in all years of the Head Start Planned Variation Evaluation study. Included is a detailed examination of each measure, a discussion of the theory behind it, and a review of the available data on the measure's reliability, validity and other…

This publication, the first of two volumes, describes the cognitive, psychomotor, and socioemotional measures used in all years of the Head Start Planned Variation Evaluation. Part I discusses generally the issues involved in evaluating the quality of the data, and summarizes findings. Part II contains technical reports on 12 of the individual…

As a preschool screening instrument, the Preschool Preposition Test (PPT) can play an important role in the early identification of cognitive delay. PPT scores increase appropriately with chronological age. Cognitive data demonstrate impressive correlations with recognized intelligence tests (the Stanford-Binet and the Peabody Picture Vocabulary…

The College Education Achievement Project (CEAP) is designed to raise the level of scholastic performance of high school graduates who are underprepared for the standard type college programs. The Project provides a program of learning experiences for developing the learning skills essential for college work. It is a transitional year program…

Numerous strategies have been used throughout the years to test cultural groups. This paper grew out of the need to find and use standardized tests that would depict accurately the performance of various cultural groups in America. In order to make judgments about performance, it is wise to examine the theoretical structure from which most of the…

Describes how exclusive reliance on traditional achievement measures as indices of intellectual potential, and the ensuing competition among nursing schools for the most academically able students, has created a caste system that has left the task of educating the "less able" to Black collegiate institutions. (Author/GC)

Later scholastic success is most highly related to early measures of achievement, affective status, and underperformance; affective status significantly predicts later social adjustment. Thus, neither poverty nor low achievement, both currently favored as Title I allocation criteria, should be used as sole indicators of need. (CP)

In Connecticut, the Board of Trustees for Community-Technical Colleges mandated the assessment and placement of entering community college students, adopting the New Jersey College Basic Skills Placement Test (NJCBSPT) for a systemwide pilot test beginning in spring 1989. At (then) South Central Community College, a study was conducted to…

Testing with minority and disadvantaged populations in America has resulted in widespread abuse. Theorists have historically viewed tests as instruments for upward mobility in a system in which doors are often opened by parental wealth and status. Predictive validity of tests has not properly accounted for problems in correlational techniques…

The Larry P. decision is criticized with reference to: (1) predictive tests and the standard curriculum; (2) the court's portrayal of special classes; (3) the effects of the 1972 decision on special class enrollment; (4) semantic confusion; and (5) the impact on Black children who experience academic difficulty. (Author/CTM)