Descriptor
| Ability Identification | 4 |
| Achievement Tests | 4 |
| Educational Testing | 4 |
| Test Interpretation | 4 |
| Academic Ability | 3 |
| Academic Achievement | 3 |
| Academic Aspiration | 3 |
| Class Rank | 3 |
| Employment Level | 3 |
| Error of Measurement | 3 |
| Family Influence | 3 |
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Source
| Sociology of Education | 3 |
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| Information Analyses | 3 |
| Journal Articles | 3 |
| Opinion Papers | 1 |
| Speeches/Meeting Papers | 1 |
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Williams, E. Belvin – 1979
Issues related to ability testing and affirmative action are discussed, including the fair use of tests in academic and occupational selection, the effects of testing upon the tested individual, and implications of the issues for the major participants. Types and functions of ability tests, both aptitude and achievement, are described. Studies of…
Descriptors: Ability Identification, Achievement Tests, Aptitude Tests, Competitive Selection
Peer reviewedCampbell, Richard T. – Sociology of Education, 1983
This paper analyzes Jencks et al's (1983) and Hauser et al's (1983) reports of their research on the Wisconsin status attainment model. For example, the meaning and interpretation of "unmeasured" family background are discussed and the charge that the status attainment model ignores social structure is examined. (Author/IS)
Descriptors: Ability Identification, Academic Ability, Academic Achievement, Academic Aspiration
Peer reviewedJencks, Christopher; And Others – Sociology of Education, 1983
Data from Project Talent are utilized to assess the representativeness of the samples used in the Wisconsin and the Exploration in Equality of Opportunity (EEO) surveys. Adequacy of the measures of academic aptitude and aspiration used in the surveys are examined, and problems with the Wisconsin model are briefly discussed. (RM)
Descriptors: Ability Identification, Academic Ability, Academic Achievement, Academic Aspiration
Peer reviewedHauser, Robert M.; And Others – Sociology of Education, 1983
An analysis of the Wisconsin model of achievement asks how powerful this model is in accounting for social influences, aspirations, and attainment when measurement error is taken into account. Revised estimates show support for the Wisconsin model. A revised model is even more powerful for explaining educational and occupational achievement.…
Descriptors: Ability Identification, Academic Ability, Academic Achievement, Academic Aspiration
