Reports a reanalysis of data collected in a person x task x occasion rater or method G-study design (M. Ruiz-Primo and others, 1993), and brings this reanalysis to bear on the interpretation of task-sampling variability and the convergence of different performance-assessment methods. (SLD)

It is contended that this book's conceptually rigorous and complete treatment of meta-analysis is written with the consumer in mind. Some of the models presented are not appropriate for studies that meta-analyses commonly consider. Sampling issues are not covered adequately, and much of the supporting theory is omitted. (SLD)

The analysis by R. Greenwald, L. Hedges, and R. Laine (1996) suffers because of its statistical methods and because it is based on a sample that biases the study toward their conclusions. Econometric evidence and the aggregate performance of U.S. schools points toward serious problems with inefficient use of resources. (SLD)

Supports the findings of a meta-analysis that demonstrates that student achievement is related to the availability of resources, disagreeing with criticisms of method and sample selection made by E. Hanushek (1996). (SLD)

Analyzes the findings of J. Greene and data from Florida and suggests that the strong effects (significant improvement on test scores in schools threatened by vouchers) noted by Greene may actually be due in large part to sample selection, regression to the mean, and problems related to the aggregation of test score results. (Author/SLD)

Re-analyzes data from Florida public schools and offers a different perspective and alternative explanation for the pattern of test score improvements among low scoring schools in Florida. Shows that the most dramatic improvements were achieved by targeting a minimum passing score on the writing test. (SLD)