Closing the achievement gap in public education is a worthy goal that has been included as a top priority in the No Child Left Behind Act of 2001 (2002). This study analyzed the most salient predictors at the student and school levels to identify their long-term impact on mathematics achievement from the elementary grades to high school. The…

The authors investigated the extent to which taking specific types of Advanced Placement (AP) courses and the number of courses taken predicts the likelihood of passing subject benchmarks and earning a score of 19 on the composite score on the ACT test, and examined the role gender plays in the projection. They found evidence that taking an AP…

Evaluation of a model of the dynamics of cumulative achievement, used to develop an instrument for predicting scholastic achievement, suggests that, while the instrumentation needs to be improved, reliability of the model-based approach warrants further work. (MJB)

The KDP scale was found to be ineffective as a predictor of Ss' contacts with law enforcement agencies but of some use in predicting school social adjustment and reading achievement. (Editor)

A multivariate investigation of the dynamics of cumulative achievement studied the influence of course grades, personality traits, environmental variables, and previous performance. The latter was the best single predictor of performance. (CJ)

Teachers' and psychologists' ratings of children's potential performance in reading and mathematics are influenced by selected information in referral statements read prior to having objective test scores or rating scales for evaluation. (JMF)