PERSPECTIVES ON INTELLIGENCE TESTING, AFFIRMATIVE ACTION, AND EDUCATIONAL POLICY
USE OF STANDARDIZED TESTS IN ADMISSIONS IN POSTSECONDARY INSTITUTIONS OF HIGHER EDUCATION
CONCEPTUAL FOUNDATIONS OF IQ TESTING
TESTS, AFFIRMATIVE ACTION IN UNIVERSITY ADMISSIONS, AND THE AMERICAN WAY
VALIDITY, FAIRNESS, AND GROUP DIFFERENCES
THE ROLE OF IQ AND EDUCATION IN PREDICTING LATER LABOR MARKET OUTCOMES
THE ROLE OF STANDARDIZED ADMISSION TESTS IN THE DEBATE ABOUT MERIT, ACADEMIC STANDARDS, AND AFFIRMATIVE ACTION
IDENTIFYING AND MEASURING DIVERSITY's PAYOFFS
A PRINCIPLED DESIGN FRAMEWORK FOR COLLEGE ADMISSIONS TESTS
TESTING
SKILLS GAPS, NOT TESTS, MAKE RACIAL PROPORTIONALITY IMPOSSIBLE
WHY IS PSYCHOMETRIC RESEARCH ON BIAS IN MENTAL TESTING SO OFTEN IGNORED?
RACIAL AND GENDER BIAS IN ABILITY AND ACHIEVEMENT TESTS
IMPLICIT THEORIES OF INTELLIGENCE AS EXEMPLAR STORIES OF SUCCESS
A THEORY OF INTELLIGENCE AS PROCESSING
TESTING VERSUS UNDERSTANDING HUMAN INTELLIGENCE
THE HIDDEN HISTORY OF IQ AND SPECIAL EDUCATION
CURRICULUM-BASED EXTERNAL EXIT EXAM SYSTEMS
HELPING STUDENTS LEARN ONLY WHAT THEY DON'T ALREADY KNOW
THE CONTINUING USE AND MISUSE OF SAT SCORES
SO NEAR AND YET SO FAR