Archive for October 2015
the appendix footnote 3 of a forthcoming 2015 article, Ceci and Williams state:
Many commentators have opined that female scientists are superior to their male counterparts, and therefore the fact that they are hired at the same rate as men obscures the fact that they should be hired at even higher rates, if merit was the basis for hiring.
So why do Ceci and Williams think I did? The answer may lie in “the tyranny of the mean”—the assumption that the mean for a set, e.g., “female scientists,” is the same as the mean of a subset, e.g., “female applicants for a given job.” Read the rest of this entry »
This is a guest post by Jason Zimba.
Created in the late 1960s, the National Assessment of Educational Progress (NAEP) today measures U.S. achievement in mathematics, reading, science, U.S. history, and other subjects. The most recent framework for the mathematics assessment is described in a document published in 2014 by the National Assessment Governing Board and entitled Mathematics Framework for the 2015 National Assessment of Educational Progress. Below, I list assessment targets from the NAEP Mathematics Framework that are outside the expectations in the Common Core State Standards for Mathematics (CCSS-M). Read the rest of this entry »