When the question is group differences, mean differences do not give a complete answer. Nor is simply reporting effect sizes correct. The distributions of the scores in each group must be considered if a true picture of the differences between groups is to be obtained

Implications for Mathematical Development and Instruction Academic achievement is bases on biologically primary and biologically secondary cognitive abilities. The co-option of primary abilities for learning mathematics depends on culture and didactic techniques. Although we know how to produce high-achieving mathematics students, available techniques go unused

Who is qualified to use which test, and why is this question so difficult to answer? What are the 7 types of misuse that account for most of the variance in test misuse? Can you name the 12 minimum competencies all test users must exhibit?