Examines the traditional role assessment has played in college placement, reasons why traditional instruments have been criticized, and alternative affective and cognitive measurements. (MG)

Brings to life a portrait of students who are recovering from psychological troubles, chemical dependencies, and/or instances of physical assault to illustrate how these students can benefit the college/university to which they apply, while also reaping benefits from the institution. (Author/NB)

This study investigated teachers' sense of efficacy and bias in decisions to refer students to special education. Teachers read a case study (under different conditions with varying student socioeconomic status and etiology of learning program) then judged student placement. Teachers' decisions were biased by variables unrelated to the student's…

Introduces and describes 12 peer-reviewed articles that were originally presented at the 21st Annual Teacher Educators for Children with Behavior Disorders conference in November 1997. The articles deal with the education and treatment of students with emotional and behavioral disorders. Discipline, placement, and prevention are addressed. (CR)

Discusses the underidentification of young highly-gifted children and describes the developmental differences in highly-gifted children. Issues in the identification of young highly-gifted children are addressed, along with suggestions for teacher nomination, parent nomination, ability and achievement testing, and appropriate placements of…

A study explored classroom reading assessments, IQ and achievement scores, and placement decision of 26 students referred to Student Study Teams for intervention and determination of special-education eligibility. Congruence was moderate between placement decisions and discrepancy-based determination of learning disabilities and between placement…

Hostility towards intelligence tests is based on perception that such instruments are decisive in placing ethnic and linguistic minority students in ineffective educational placements. It is imperative that discussions about intelligence and cognition be guided by the presupposition that there are certain cross-cultural skills all students must…

Presents six myths about black children that may contribute to their overrepresentation in special education. The myths include the following: (1) poor black students' parents don't care about education; (2) poor black students fail because they are unmotivated and uncooperative; (3) black students fail because they have had few literacy…

Describes a study of the background knowledge of students in respiratory physiology courses. Finds that instructors tended to both overestimate and underestimate students' knowledge by large margins on individual questions. (Author/WRM)

The co-enrollment model serves deaf and hard-of-hearing (d/hh) students within a classroom composed of d/hh and hearing students and team-taught by a teacher of the deaf and a regular education teacher. This article describes the development of one such program, the social and academic performances of the seven d/hh students, and the social…

A study used data from the National Education Longitudinal Study to identify predictors of placement for eighth-grade ethnic-minority students (n=3,439) in learning-disability (LD) programs. Results found that although some factors predicted placement in LD programs for all ethnic groups, placement predictors also varied by student ethnicity.…

Three test administration procedures for making placement decisions in adult education were compared (paper-based, computer-based, and computerized-adaptive tests) with 90 adult-education students. Test performance was not differentially affected by the mode of administration, but the computerized adaptive test always yielded more precise ability…

Reviews legal theory and major affirmative-action court litigation in two areas involving public education: employment and student placement. Four U.S. Supreme Court justices solidly oppose affirmative-action plans not directly linked to governmental discrimination. Schools should consult attorneys, not advocates, as…

Research on combination classes, in which students from two or more grades are placed with one teacher for most or all of the school day, is reviewed. Consistent research findings are that combination classes, distinguished from multiage/nongraded classes, have at least a small negative effect on student achievement. (SLD)

A study investigating the over-identification of rural minority students as learning disabled used a sample of 123 rural Mississippi students classified as learning disabled. Three possible ways of modifying the assessment protocol were attempted. A discrepancy formula incorporating a minimum full-scale IQ score of 85 balanced the number of…