Measured girls' (N=43) attitudes toward mathematics and general ability before and after a Logo learning experience. Results suggest that the Logo experience had a positive effect on general ability and on expressed interest in learning about mathematics. (JN)

In response to Covington and Omelich (TM 509 075) four main empirical points of agreement regarding achievement strivings are summarized. Four issues concerning the interrelationship of effort and ability attributions and self-worth that need theoretical and empirical resolution are discussed. (BS)

Elementary children of all ability levels benefited from participating in the Mini-Society, which is a highly individualized economics education program. Significant gains in terms of economic decision making, attitude toward school, and attitude toward learning were manifested by low, middle, and high ability youngsters. (RM)

Interactive effects of item difficulty, test anxiety, and failure feedback are examined in a study using multiple choice verbal aptitude items. Results indicate that ability estimates can be affected by the examinee's improved performance, especially for students given an easy test. (Author/DWH)

The effect of ability, social class, gender, and achievement on students' grades was studied by examining standardized test results from mathematics and English courses. Results are discussed. (DF)

This article reports on the results of a study in which performances of kindergarten tasks by early entrants to kindergarten and regular-age entrants were compared at the end of the school year. The need for research-based criteria for success in kindergarten for males and females is explored. (DF)

The relation between incorrect option choice and estimated ability level was examined for two widely used aptitude tests, the Scholastic Aptitude Test, and the Graduate Record Examination. Incorrect option choice was found to be related to estimated ability for many items. Implications of these findings are briefly discussed. (Author)

The significance of matching cognitive style of first- and third-grade students (n=480) to their teachers was investigated. Teachers, administered the Articulation of the Body-Concept Scale, ranked their students according to their judgement of the students' academic competence. (Author/PN)

A quantitative synthesis of the results from 66 studies indicated that boys' and girls' science achievement is positively related to affect, but the relationship is weaker than expected. Science achievement correlates more strongly with cognitive abilities than with affect. (Author/BW)

Author argues for greater freedom in teacher-student relationships. (Editor/RK)

There are many students who could profit from increasing their scores by even 50 points. It can mean the difference between getting into a "reach" or a "safety" school. Thus, there are a large number of students who could benefit from a book like this. Most of the books on the market are geared toward the great number of…

This study examined the time different ability level examinees spend taking a CAT on demanding items to these examinees. It was also found that high able examinees spend more time on the pretest items, which are not tailored to the examinees' ability level, than do lower ability examinees. Higher able examinees showed persistence with test…

Author wrote about his research into the career choices of British undergraduates. School teaching, surprisingly, headed the list. (Editor/RK)

Discusses attacks made on today's grading system and the rationale for a shift to more egalitarian academic standards in student evaluation. Indicates that the traditional issues still remain unsolved at least for the present. (CC)