Analyzes data from the Louisiana School Effectiveness Study to investigate classroom-level differences in effective and ineffective schools. Finds that teachers in effective schools scored higher on all dimensions of effective teaching. Discusses school-level variables contributing to these differences. (FMW)

Results are related from a survey of 178 institutions of higher education offering doctoral programs in health education. The study was designed to ascertain distributions of faculty in health education by race, gender, and faculty rank. Implications for minority faculty recruitment are discussed. (IAH)

Examines relationship between overeducation and enterprise-related schooling, using data from a 1983 Dutch study of 43-year-old employees. Correctly allocated workers have the highest probability of participation in enterprise-related schooling, whereas undereducated workers have the lowest probability. The average rate of return on a year of…

The 9 articles of this theme issue stem from a project on alcohol and drug abuse that involved 14 projects, 10 of which began with randomized clinical trials. These papers describe implementation problems associated with experimentation in field research and the focus on ensuring internal validity. (SLD)

Criticizes data analysis and interpretation in "The Bell Curve:" Herrnstein and Murray do not actually study the "cognitive elite"; do not control for education when examining effects of cognitive ability on occupational outcomes, ignore, cultural diversity within broad ethnic groups (Asian Americans, Latinos), ignore gender…

Two statistical approaches for adjusting grades were tested on data obtained from four American law schools (642 students). Neither item response theory nor the general linear model yielded consistent improvements in the predictive validity of Law School Admission Test scores and undergraduate grades for three schools. (SLD)

A multiattribute evaluation model, developed and used for assessing resource allocation decisions in a large college of education, is described. The process involved identifying relevant stakeholders, identifying criteria and measurable attributes, assigning values to criteria and attributes, collecting performance data concerning resource…

Charged to reconsider what indicators would capture and convey important truths about education and learning, the National Center for Education Statistics' Special Study Panel on Education Indicators wrote a 1991 report that rejected most conventional notions of indicators. Instead, they focused on learner outcomes, institutional quality, school…

Reviews and analyzes the social science methodologies used for "disparity studies," studies commissioned by various jurisdictions to prove contracting discrimination in order to establish minority set-asides. Evaluates the historical, anecdotal, and statistical approaches used. Argues that the studies are often skewed to achieve the…

Native speakers recorded utterances in three role-play contexts: speech to presyllabic infants, foreign language instruction, and adult conversation. For babytalk, speakers neglected, reduced, or modified lexical tonal information in favor of simplified and clarified intonation contours. The implications regarding tone acquisition in children and…

Examines the rate of phrase structure change in Yiddish, using quantitative methods to estimate the rate of change of structurally ambiguous verb clauses. Four subcases of phrase structure change are distinguished, three of which provide strong evidence for the Constant Rate Hypothesis of linguistic change. (MDM)

Estimates the unauthorized U.S. labor force and explores the methodology for estimating hard-to-detect populations. Findings from a sample of 3,169 businesses suggest that a large proportion of the unauthorized labor force uses fraudulent documents without the knowledge of their employer. (GLR)

A discussion of the use of meta-analysis to study the effects of student rating feedback on college teacher behavior traces the source of failure of the method and outlines the elements necessary for comprehensive meta-analysis. Researchers are cautioned to report their results more thoroughly and clearly. (Author/MSE)

Refutes criticisms by L. G. Carr and D. J. Ziegler of the author's predictions concerning mandatory busing in Norfolk, Virginia. Charges that Carr and Ziegler ignored or miscalculated statistical evidence. Concludes that canceling forced busing would have brought White students back to secondary schools, as it did to elementary schools. (SG)

The monograph by D. Rogosa and G. Ghandour represents a body of cohesive and comprehensive research that can be the basis of a new measurement theory combining features of generalizability theory and strong true-score theory. Principles, approaches, arguments, and conclusions are reviewed; and critical comments are offered. (SLD)