About the special issue
Articles in this issue
Perspectives on Intelligence Testing, Affirmative Action, and Educational Policy
Williams, Wendy M.
Use of Standardized Tests in Admissions in Postsecondary Institutions of Higher Education
Conceptual Foundations of IQ Testing
White, Sheldon H.
Tests, Affirmative Action in University Admissions, and the American Way
Detterman, Douglas K.
Validity, Fairness, and Group Differences: Tough Questions for Selection Testing
Halpern, Diane F.
The Role of IQ and Education in Predicting Later Labor Market Outcomes: Implications for Affirmative Action
Scullin, Matthew H.; Peters, Elizabeth; Williams, Wendy M.; Ceci, Stephen J.
The Role of Standardized Admission Tests in the Debate About Merit, Academic Standards, and Affirmative Action
Wightman, Linda F.
Identifying and Measuring Diversity's Payoffs: Light at the End of the Affirmative Action Tunnel
Perloff, Robert; Bryant, Fred B.
A Principled Design Framework for College Admissions Tests: An Affirming Research Agenda
Everson, Howard T.
Testing: The Dilemma of Group Differences
Jensen, Arthur R.
Skills Gaps, Not Tests, Make Racial Proportionality Impossible
Gottfredson, Linda S.
Why Is Psychometric Research on Bias in Mental Testing So Often Ignored?
Reynolds, Cecil R.
Racial and Gender Bias in Ability and Achievement Tests: Resolving the Apparent Paradox
Hunter, John E.; Schmidt, Frank L.
Implicit Theories of Intelligence as Exemplar Stories of Success: Why Intelligence Test Validity Is in the Eye of the Beholder
Sternberg, Robert J.
A Theory of Intelligence as Processing: Implications for Society
Fagan III, Joseph F.
Testing Versus Understanding Human Intelligence
Deary, Ian J.; Austin, Elizabeth J.; Caryl, Peter G.
The Hidden History of IQ and Special Education: Can the Problems Be Solved?
Flynn, James R.
Curriculum-Based External Exit Exam Systems: Do Students Learn More? How?
Bishop, John H.
Helping Students Learn Only What They Don't Already Know
Stanley, Julian C.
The Continuing Use and Misuse of SAT Scores
Grissmer, David W.