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Discusses the Proposition 209 by Californian academics which banned affirmative action and considered disregarding the Scholastic Assessment Test (SAT) scores of students in university admissions. Controversies over the objectivity of the exam; Need for introducing an improved selective system of education; Criticisms on the proposal; Implications of abolishing the SAT for the education system.

Focuses on the issue of educational injustice towards the minority students in the U.S. Observation that American high school students have been held hostage to the Scholastic Aptitude Test (SAT), which is poorly formulated, confusing and irrelevant; Establishment of an iconoclastic SAT preparation course Princeton Review, by guerrilla fighter, John Katzman.

Reports on Truth-in-Testing, a New York State law signed by Governor Hugh Carey, which would inform students the validity of the Scholastic Aptitude Tests, to determine whether they are admitted to the colleges of their choice. Power of the testing agencies to destroy a person's academic and career aspirations; Preservation of the meritocratic systems by the gatekeepers of the American elite; Possibility of racial and economic biases; Provisions of the law.

Focuses on the system where the biggest state subsidies go to University of California schools in California. Preference of Berkeley and University of California, Los Angeles for students with high Scholastic Aptitude Test scores; Proposal to fix the system by means-test tuition; Suggestion that the legislature take the increased tuition from rich students at Berkeley and send the money down the line to the California State University schools; Dependence of private universities on wealthy families to fund their endowments.

Discusses the prevailing political, social, and economic conditions in New Hampshire (NH). Influence of the small, conservative daily Manchester newspaper "The Union Leader" on political views; History of NH's hostility to central authority; Prediction that Senator John McCain will win the NH primary due to his proposal for a modest tax cut; Argument pertaining to the taxation policy of NH government; discussion about the average scores obtained by school children in Scholastic Assessment Tests; Overview of public education system in NH.

Presents letters to the editor referencing articles and topics discussed in previous issues. "In Defense of Gender-Blindness," which focused on the development of sex discrimination law and sexual ethics; "Uneconomical," which asserted that social policy tries to control lifestyles in ways economists cannot comprehend; "A True Test," which discussed the desire of proponents of affirmative action to stop using the Scholastic Aptitude Test.

Presents letters to the editors concerning articles about U.S. politics. Criticisms on the claim that the provisions made on research and development sector would reduce U.S. employment; Federal income taxes paid by IBM Corp.; Preparation for scholastic achievement tests; Criticism on John Katzman and his Princeton Review; Availability of a copy of the 1934 version of the play "Lady Macbeth of the Mtsenk District.

Discusses issues related to academic achievement in schools and colleges in the United States. Peer pressure as a factor responsible for poor academic performance of students; Role of educators and the government in the educational performance of the students; Information on the ruling of a federal court in New York that the use of the Scholastic Aptitude Test to distribute scholarships violates the equal protection clause of the institution; Basis for the court ruling; Effects of the ruling on gender disparities and racial disparities; Impact of the ruling on the importance of education and educational achievement.

Focuses on the relevance of Scholastic Assessment Test (SAT) scores to assess the capabilities of a student. Views that SAT scores had acquired importance since they did not reflect past achievement but focuses on future academic performance; thinking. Views that SAT is in fact yet another exam that reflects the quality of the schools students happen to attend, rather than a transcendent test that measures some aptitude they possess; Views that the test is culturally and racially biased; Comments that both SAT and achievement exams conducted by college boards are equally mediocre at predicting future academic success; Suggestions that a shift from aptitude to achievement tests can contribute to transforming attitudes.

Presents letters to the editor in reference to the article "How to Save the Public Schools," addressing the need for scholastic assessment tests for teachers in public schools, published in the November 01, 1982 issue of the periodical. Statistics of decline in average salary given to female teachers; Insistence of the American Federation of Teachers and the National Education Association upon seniority for layoff of teachers; Criticism of the public school education system and problems prevalent in it.

The article focuses on the college admissions in the eastern colleges of the United States. An applicant is judged by an applicant's scholastic record and his principal's recommendation. He probably requires the added, evidence of a College Board Scholastic Aptitude Test. A look at some Eastern colleges will illustrate the problem of competition best, since these colleges proportionally attract the largest number of candidates. Admissions policy at most colleges is a committee mater, but it is the Dean of Admissions who bears the burden of final decision.

This article examines the difficulties facing Russian students trying to get into college. Outburst of Russian labor minister, Alexander Pochinok, on a talk show; Creation of a standardized test in Russia; Bribery of entrance exam graders; Expensive tutoring programs; Introduction of the Scholastic Assessment test to Russia; Obstacles.

Reports that Mt. Holyoke College in Massachusetts is eliminating Scholastic Aptitude Test (SAT) scores from admissions requirements. Reasons for the decision, citing the requirement no longer fits the holistic approach to education of the school; Thoughts of Jane Brown, vice president of enrollment at the school, citing the bias of the tests as an example for the decision; Criticism of the SAT system.

Presents letters to the editor referencing articles and topics discussed in previous issues. Discussion of the Scholastic Aptitude Test (SAT) in the article "The End of Meritocracy," published in the September 27, 1999 issue; Comment on the racial aspects of SAT scoring; Comment that virtually every college in the U.S. gives preference to the children of alumni.

The article presents a discussion against the inclusion of race as factor when students take the Scholastic Aptitude Test (SAT). The author states that the Educational Testing Service has included what they call a "strives" factor for students who come from disadvantaged circumstances. The author contends that such a factor is unnecessary and that educational institutions already factor in such variables in their admissions decisions.

The article presents a discussion in favor of factoring in race on the Scholastic Aptitude Test (SAT). The author states that the Educational Testing Service (ETS) that created and markets the SAT will include what it calls a "Strivers" score to help account for socioeconomic disadvantage of those taking the test.

Presents letter to the editor referencing topics discussed in previous issues. View that communism and anti-communism is morally equivalent; Complaints against the libelous comments of Joseph B. Rose in his article "Mayor Culpa," published in the May 8, 1989 issue; Theodore Steinberg's cogent argument that the Scholastic Aptitude Test teaches that the only thing that is important is the right answer, in his article published in the May 15, 1989 issue.

Focuses on fallacies spouted by opponents of teachers' unions. Information on one of the fallacies being that unions are obstacles to improving education; Report on the study "Do Teacher Unions Hinder Educational Performance?" published in a previous issue of the journal "Harvard Educational Review." Focus on two college entrance exams Scholastic Aptitude Test and American College Test; Attempt of study's authors to cite a number of educational factors positively associated with teachers' unions that may account for the higher test scores in unionized states; Affirmation by the article in the journal "Harvard Review," that many educators and others have long known-unions mean quality for everyone involved.

Scrutinizes the implementation of the Scholastic Aptitude Test on minorities and its implications on promoting diversity and remedying past discriminations in the U.S. Basis of sociologist Nathan Glazer in supporting affirmative action in college and professional school administrations; Reports of journalist Frances A. McMorris on the complex interrelationships among race, economic status and standardized test performance; Role of test preparation in determining a student's ability to cope with and succeed on a particular examination; Legality of government test-preparation aid to minority students.

Presents information on the Biblical Scholastic Aptitude Test. Upsurge in the fundamentalist influence in the U.S.; Difference between creationism and evolution; Sarcasm of the biblically oriented studies by the author.

Focuses on the degree of preparation required from the students of United States to appear for the Scholastic Aptitude Test(SAT) and the proliferation of coaching institutes for the purpose. Views that SAT was the worst ordeal with standardized testing; Increase in competition for placement in professional schools has magnified the importance standardized exams; Views that test anxiety has spawned a whole new industry with thousands of students opting for commercial coaching and cram courses; Preparation for the test has become a flourishing business; Increase in respectability of preparation courses; Claims of test-takers that they go to coaching outfits to improve their scores for the all-important SAT exams.