Ranking Ourselves: Perspectives on Intelligence Testing, Affirmative Action, and Educational Policy
About the special issue
Articles in this issue
Perspectives on intelligence testing, affirmative action, and educational policy.
Pages 5-19
Williams, Wendy M.
Use of standardized tests in admissions in postsecondary institutions of higher education.
Pages 20-32
Calvin, Allen
Conceptual foundations of IQ testing.
Pages 33-43
White, Sheldon H.
Tests, affirmative action in university admissions, and the American way.
Pages 44-55
Detterman, Douglas K.
Validity, fairness, and group differences: Tough questions for selection testing.
Pages 56-62
Halpern, Diane F.
The role of IQ and education in predicting later labor market outcomes: Implications for affirmative action. Pages 63-89
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.
Pages 90-100
Wightman, Linda F.
Identifying and measuring diversity's payoffs: Light at the end of the affirmative action tunnel.
Pages 101-111
Perloff, Robert; Bryant, Fred B.
A principled design framework for college admissions tests: An affirming research agenda.
Pages 112-120
Everson, Howard T.
Testing: The dilemma of group differences.
Pages 121-128
Jensen, Arthur R.
Skills gaps, not tests, make racial proportionality impossible.
Pages 129-143
Gottfredson, Linda S.
Why is psychometric research on bias in mental testing so often ignored?
Pages 144-150
Reynolds, Cecil R.
Racial and gender bias in ability and achievement tests: Resolving the apparent paradox.
Pages 151-158
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.
Pages 159-167
Sternberg, Robert J.
A theory of intelligence as processing: Implications for society.
Pages 168-179
Fagan, Joseph F., III
Testing versus understanding human intelligence.
Pages 180-190
Deary, Ian J.; Austin, Elizabeth J.; Caryl, Peter G.
The hidden history of IQ and special education: Can the problems be solved?
Pages 191-198
Flynn, James R.
Curriculum-based external exit exam systems: Do students learn more? How?
Pages 199-215
Bishop, John H.
Helping students learn only what they don't already know.
Pages 216-222
Stanley, Julian C.
The continuing use and misuse of SAT scores.
Pages 223-232
Grissmer, David W.
So near and yet so far: Lingering questions about the use of measures of general intelligence for college admission and employment screening.
Pages 233-252
Ceci, Stephen J.
