Examined factors that might influence diverse high school students' levels of participation in intersession programs provided by a year-round education program at an urban high school. Analysis of data from student records indicated that levels of participation varied as a function of students' gender, race, grade level, and level of academic…

The articles in this special theme issue discuss the relevance and effectiveness of strategies for developing assessments with students and teachers of color as the focal point. They contribute to a critical discourse on the potential of culturally responsive performance-based assessments. (SLD)

Provides a rationale for advocating the development of culturally responsive performance-based assessments as a means of achieving equity for students of color. Notes arguments for and against these assessments and explores psychometric concerns. Recommends the modification of existing test-development procedures to incorporate the participation…

Critics charge that the use of standardized examinations for initial teacher certification fails to measure teacher competency accurately and results in high failure rates for minorities. Compares minority bias review panels in Illinois and Pennsylvania, and finds greater minority involvement and attention to minority culture in Illinois' test…

Using data from 1984 through 1992 (approximately 185 institutions each year), this study finds that relatively small subsets of institutions produced about half of all the doctoral degree recipients of color. The study lists the 25 institutions with the greatest number of doctorates awarded to students of color. (SLD)