Since its founding in April 1932, "The Journal of Negro Education" has published articles, reports, and reviews examining the results of intelligence and other mental tests given to African Americans. In these studies, historically social scientists contributing to the "JNE" sought to clarify what these intelligence tests were actually measuring, and to demonstrate that the tests were culturally-biased in favor of the White middle-class children on whom the tests were standardized. Contributors to the "JNE" offered culturally specific alternatives to the scholastic aptitude and intelligence tests, or called for a moratorium on the use of mental tests in making important educational decisions affecting African American children.