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The existence of a plethora of empirical evidence documenting the improvement of educational outcomes through the use of formative assessment is conventional wisdom within education. In reality, a limited body of scientifically based empirical evidence exists to support that formative assessment directly contributes to positive educational outcomes. The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature revealed that there is no agreed upon lexicon with regard to formative assessment and suspect methodological approaches in the efforts to demonstrate positive effects that could be attributed to formative assessments. Thus, the purpose of this article was two-fold. First, the authors set out to clarify the terminology related to formative assessment and its usage. Finally, the article provides a critical analysis of the seminal literature on formative assessment, beginning with Black and Wiliam (1998), and extending through current published materials. (Contains 2 figures.)

School counselors are responsible for addressing social and personal issues, educational issues, and the career needs of students. Recent emphasis on high-stakes testing and school accountability has resulted in counselors focusing more of their time on schoolwide testing programs. A statewide survey provided information on counselors' attitudes of, involvement in, and activities associated with the testing process.

The existence of a plethora of empirical evidence documenting the improvement of educational outcomes through the use of formative assessment is conventional wisdom within education. In reality, a limited body of scientifically based empirical evidence exists to support that formative assessment directly contributes to positive educational outcomes. The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature revealed that there is no agreed upon lexicon with regard to formative assessment and suspect methodological approaches in the efforts to demonstrate positive effects that could be attributed to formative assessments. Thus, the purpose of this article was two-fold. First, the authors set out to clarify the terminology related to formative assessment and its usage. Finally, the article provides a critical analysis of the seminal literature on formative assessment, beginning with Black and Wiliam (1998), and extending through current published materials.

Effective exploration of spatially referenced educational achievement data can help educational researchers and policy analysis accelerate interpretation of datasets to gain valuable insights. This paper illustrates the use of Geographic Information Systems (GIS) to analyze educational achievement gaps in Arkansas. The Geographic Academic Policy Series (GAPS), developed in the National Office for Research on Measurement and Evaluation Systems, provides a visual \"snapshot\" of achievement relative to important policy issues. The GAPS series displays maps in conjunction with state-wide summaries of educational statistics, but does not require complicated understanding of statistics or methodology by the user. Currently, the GAPS series examines the relationships between school district academic performance and other district level variables including percent of students participating in Free and Reduced Lunch Programs (a proxy measure for poverty), school district size, and per pupil spending. In addition, district performance on the ACT exam, which is completed by students intending to attend college, is presented and examined in relation to district size. The GAPS series also includes state maps identifying the academic performance status of all districts and schools in Arkansas relative to NCLB. Policy makers have been particularly interested in the GAPS series, noting that it provides them with an effective method for examining academic achievement statewide. [PUBLICATION ABSTRACT]

Effective exploration of spatially referenced educational achievement data can help educational researchers and policy analysts accelerate interpretation of datasets to gain valuable insights. This paper illustrates the use of Geographic Information Systems (GIS) to analyze educational achievement gaps in Arkansas. It introduces the Geographic Academic Policy Series (GAPS) and presents one example of GAPS as a case study using GIS in the education policy analysis. The Geographic Academic Policy Series, developed in the National Office for Research on Measurement and Evaluation Systems, provides a visual \"snapshot\" of achievement relative to important policy issues. The GAPS series displays maps in conjunction with state-wide summaries of educational statistics, but does not require complicated understanding of statistics or methodology by the user. Currently, the GAPS series examines the relationships between school district academic performance and other district level variables including percent of students participating in Free and Reduced Lunch Programs (a proxy measure for poverty), school district size, and per pupil spending. In addition, district performance on the ACT exam, which is completed by students intending to attend college, is presented and examined in relation to district size. The GAPS series also includes state maps identifying the academic performance status of all districts and schools in Arkansas relative to NCLB. Policy makers have been particularly interested in the GAPS series, noting that it provides them with an effective method for examining academic achievement statewide.

In a partial replication of the Harlow, Newcomb, & entier (1986) study, the relationships between depression, meaninglessness, suicide ideation, and substance abuse are examined in two samples of adolescents (48 high school students and 113 patients in two psychiatric hospitals). Correlational analyses indicated that the high school students who viewed themselves negatively, were depressed, or who had found little meaning in their lives were more likely to consider suicide and to abuse drugs. Regression and structural modeling analyses uncovered a strong mediational relationship between purpose in life with the precursor of depression and the consequent of substance abuse.