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The article presents seven studies that compare paper and computer test scores in the U.S. Topics include online assessment and the comparability of score meaning, maintaining score equivalence amid the transition of online tests, and the mode effects of the National Assessment of Educational Progress (NAEP) in mathematics. Other topics discussed include the performance of 4th-grade students in the 2012 NAEP computer-based writing pilot, and the Mathematics Minnesota Comprehensive Assessment.

The article discusses American high school students' attitudes towards the curriculum of the British nonprofit organization Cambridge Assessment International Education, including students' writing research papers for the course Global Perspectives. An overview of examinations (exams) offered by Cambridge Assessment, including humanities exams and the cost of exams, is provided.

The article presents books, essays and research studies about the maker movement (MM) in primary and secondary education in the U.S. These include the paper "Making Publics: The Iterative Design of High School Makerspaces," by Amy Stornaiuolo and Phil Nichols presented at the American Educational Research Association's 2016 national conference, and the essays "The MM in Education," by Erica R. Halverson and Kimberly M. Sheridan, and "The Promise of the MM for Education," by Lee Martin.

The article discusses the disparity in U.S. teachers' salary and pensions between those who teach at high-poverty schools, where the majority are students of color and minorities, and at affluent schools, referencing a paper from the consulting firm Bellweather Education Partners.

The article presents brief summaries of some of the educational technology (ET) research papers discussed at the American Educational Research Association's summit held on April 8-12, 2016 in Washington, D.C. Topics covered include the evolution of digital divide in schools in Florida, the effectiveness of online credit recovery and the benefits of ET.

The article reports on the impact of segregating poor minority students in impoverished schools in the U.S. on the difficulty to make academic connections to get college and easy connections to make crime, according to a working paper by economists Stephen Billings, Stephen Ross, and David Deming.

The article reports on the paper "Education Deserts: The Continued Significance of 'Place' in the 21st Century," by assistant professor Nicholas Hillman of the University of Wisconsin-Madison, which explores the role of geography in determining access to college education in the U.S.