Reports on Matthew Arnold's attack on nineteenth century England's proposed proficiency testing program. Discusses the lessons to be learned today from Arnold's objections to proficiency testing. (RL)

An historical and philosophical perspective on the setting of standards for criterion-referenced testing is presented. The author suggests that performance standards are more symbolic than substantive. (JKS)

Reviews some of the characteristics of the New York state social studies testing program and describes how new questions are developed for the test. (JDH)

The author examines previous efforts to establish certifying examinations for high school students and their effects on curriculum and students, particularly minorities. Also, to introduce readers to the rest of this theme issue on testing, he briefly discusses test validity, cutoff scores, and effects on teachers. (SJL)

Discusses the findings (and implications) from the 1985 national assessment of American students' knowledge of history and literature funded by the National Endowment for the Humanities and conducted by the National Assessment of Educational Progress. The average score of 11th graders on history was 55 percent and on literature 52 percent. (MD)